CARIBBEAN EDUCATIONAL RESEARCH …eprints.rclis.org/9636/1/dombibfinal.pdfCARIBBEAN EDUCATIONAL...

CARIBBEAN EDUCATIONAL RESEARCH INFORMATION SERVICE (CERIS) SCHOOL OF EDUCATION

THE UNIVERSITY OF THE WEST INDIES ST. AUGUSTINE

EDUCATION AND TRAINING IN DOMINICA A BIBLIOGRAPHY WITH ABSTRACTS

Compiled by

Lynda Quamina-Aiyejina

Prepared On the Occasion of the Dominica Conference: Beyond Walls: Multi-Disciplinary Perspectives, Convened by the School of Continuing Studies, UWI, Roseau, Dominica, January 7-10, 2001

St Augustine

2000

CONTENTS List of Acronyms and Abbreviations ................................................................................................................................iii Introduction........................................................................................................................................................................ v Academic Achievement ..................................................................................................................................................... 1 Access to Education........................................................................................................................................................... 3 Adult Education ................................................................................................................................................................. 4 Agricultural Education....................................................................................................................................................... 5 Assessment and Examinations ........................................................................................................................................... 6 Basic Education ................................................................................................................................................................. 7 Bibliographies .................................................................................................................................................................... 7 Child Development ............................................................................................................................................................ 9 Curriculum Development................................................................................................................................................... 9 Curriculum Evaluation..................................................................................................................................................... 13 Distance Education .......................................................................................................................................................... 15 Early Childhood Care and Education............................................................................................................................... 16 Education and Development ............................................................................................................................................ 16 Education and Employment ............................................................................................................................................. 17 Educational Administration ............................................................................................................................................. 18 Educational Development ................................................................................................................................................ 21 Educational Facilities....................................................................................................................................................... 22 Educational Finance......................................................................................................................................................... 24 Educational Goals ............................................................................................................................................................ 24 Educational Improvement ................................................................................................................................................ 25 Educational Legislation.................................................................................................................................................... 25 Educational Organization................................................................................................................................................. 26 Educational Planning ....................................................................................................................................................... 27 Educational Policies......................................................................................................................................................... 28 Educational Projects......................................................................................................................................................... 30 Educational Provision ...................................................................................................................................................... 33 Educational Psychology................................................................................................................................................... 33 Educational Quality ......................................................................................................................................................... 34 Educational Reform ......................................................................................................................................................... 34 Educational Statistics ....................................................................................................................................................... 36 Educational Technology .................................................................................................................................................. 37 Environmental Education................................................................................................................................................. 37 Health and Family Life Education ................................................................................................................................... 37 Higher Education ............................................................................................................................................................. 38 History of Education ........................................................................................................................................................ 41 Language Education......................................................................................................................................................... 41 Literacy ............................................................................................................................................................................ 43 Management Education.................................................................................................................................................... 44 Mathematics Education.................................................................................................................................................... 44 Nutrition and Health ........................................................................................................................................................ 45 Primary Education ........................................................................................................................................................... 45 Professional Training ....................................................................................................................................................... 46 Religious Education ......................................................................................................................................................... 49 Science Education............................................................................................................................................................ 49 Secondary Education ....................................................................................................................................................... 51 Social Studies Education.................................................................................................................................................. 54 Sociology of Education.................................................................................................................................................... 54 Special Education............................................................................................................................................................. 56 Teacher Education ........................................................................................................................................................... 57 Teacher Effectiveness ...................................................................................................................................................... 61 Teacher Motivation.......................................................................................................................................................... 62

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Teaching Materials........................................................................................................................................................... 62 Teaching Techniques ....................................................................................................................................................... 63 Technical and Vocational Education and Training .......................................................................................................... 64 Index of Personal Names ................................................................................................................................................. 67 Index of Corporate Authors/Sponsors.............................................................................................................................. 71 Supplementary Subject Index .......................................................................................................................................... 75

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LIST OF ACRONYMS AND ABBREVIATIONS AIDS Acquired Immune Deficiency Syndrome ASETT Association for Science Education in Trinidad and Tobago ATLAS Advanced Training for Leadership and Skills CAMPAEC Curriculum Development and Materials Production and Equipment Centre CARCAE Caribbean Regional Council for Adult Education CARCEC Caribbean Community Education Centre CARICOM Caribbean Community CARNEID Caribbean Network of Educational Innovation for Development CBF Caribbean Baptist Fellowship CDCC Caribbean Development and Cooperation Committee CEE Common Entrance Examination CIDA Canadian International Development Agency CODE Canadian Organization for Development through Education CRC Convention on the Rights of the Child CTTP Comprehensive Teacher Training Programme CXC Caribbean Examinations Council DGS Dominica Grammar School EC Eastern Caribbean EMIS Educational Management Information Systems GCE General Certificate of Education HIV Human Immuno-Deficiency Virus HFLE Health and Family Life Education ICASE International Council of Associations for Science Education ISER Institute of Social and Economic Research JSP Junior Secondary Programme LAC Latin America and the Caribbean MIP Multi-Island Programme NRDF National Research and Development Foundation OAS Organization of American States OCOD Organization for Cooperation in Overseas Development OECS Organisation of Eastern Caribbean States OERS OECS Education Reform Strategy PAHO Pan American Health Organization SCEPYRE Springfield Centre for Environmental Protection, Research and Education SCME Standing Committee of Ministers Responsible for Education TRC Teachers’ Resource Centre TVE Technical/Vocational Education UK United Kingdom UNDP United Nations Development Programme UNESCO United Nations Educational, Scientific and Cultural Organization UNICEF CAO United Nations Children’s Fund Caribbean Area Office UNFPA United Nations Population Fund USAID United States Agency for International Development UWI The University of the West Indies

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INTRODUCTION This bibliography on “Education and Training in Dominica” has been specifically prepared for the UWI School of Continuing Studies’ Dominica Conference. An attempt has been made to be as comprehensive as possible, but the compiler recognizes that because of the weak bibliographical coverage of the literature of the region, important items may have been omitted. This is especially true for policy documents emanating from official sources, since many of these do not reach library and documentation centres. In this respect, I would appreciate indications of any omissions or corrections, since amendments can be made to the computerized data base being developed by the Caribbean Educational Research Information Service (CERIS) at the School of Education, UWI, St. Augustine. It is hoped that this data base will be available on-line in the near future for the benefit of all researchers, planners, policy makers, and practitioners in the field of education in the English-speaking Caribbean. Arrangement of Entries The entries in the bibliography are arranged alphabetically by broad subject areas, then by author and title under each subject area. Each entry has a unique item number, and it will be observed that some entries occur under more than one subject heading. In the interest of space, the abstract is only printed under the first occurrence of an entry, with a reference made to the entry containing the abstract in subsequent occurrences. There are 318 entries in this bibliography, but because of the duplication of some entries, it should be noted that these represent a total of 226 documents. In order to facilitate retrieval of entries through different approaches, the bibliography has been provided with three indexes: a Personal Name Index, an Index of Corporate Authors and Sponsors, and a Supplementary Subject index. The Contents List is the primary tool for retrieving entries by subject, but the subject index is intended as a valuable supplement to this subject arrangement. The subject terms in the Contents List are not repeated in the subject index. Instead, the index seeks to highlight subjects other than the main subjects covered by the studies, which are likely to be of interest to potential users. Numbers under each entry in the indexes refer to the unique item number assigned in the main text. Coverage It will be noticed that the bibliography contains items on the Eastern Caribbean in addition to those specifically on Dominica. The selection of these items was based on the fact that Dominica was either overtly included in the discussion, or that the general discussion of the subject was as applicable to Dominica as to any of the other countries in the sub-region. The items for which abstracts have not been supplied represent items that the compiler was not able to consult, either to verify the entries or to prepare an abstract. Where a copy of the document was not obtained, an attempt was made to supply as much bibliographical information as possible. Certain abbreviations have been used to indicate omissions in the bibliographical information supplied: n.p. no pagination S.l. no place of publication s.n. no publisher name n.d. no date of publication

ACADEMIC ACHIEVEMENT 001 Durbrow, Eric Hunt School performance and behavior problems of Caribbean children: Associations with pediatric risk and

growth, home conditions and temperament. Ph.D., University of Missouri – Columbia, 1993. 158 p. This study examined adjustment in rural Caribbean children with the objective of identifying: a) associations between infancy stressors (pediatric risk factors and poor growth) and later adjustment (school performance and behaviour problems), and b) associations between aspects of child temperament, and home conditions and adjustment measures. During 20 months of field work (1988-1991), information was collected on 62 children living in a rural village in Dominica. Infancy growth problems and pediatric risk conditions were identified by clinical records and interviews with mothers. Half the sample had severe growth problems during infancy, and a third had multiple pediatric risks. Children's current adjustment was evaluated by school grades and reported behaviour problems at school and at home. Child temperament was rated by children's teachers, parents, and a home visitor. After 10 months of weekly home visits, home conditions were assessed by several interview and observational checklists. Analysis indicated that multiple pediatric risk status was not associated with school performance and behaviour problems. Infancy growth problems, though not associated with behaviour problems, were mildly associated with measures of school performance. Most home conditions and all ratings of child outgoingness were not associated with adjustment measures. These results were consistent with a longitudinal study of Barbadian children indicating that infancy malnutrition more strongly influences school performance than does current home conditions. Results were inconsistent with a similar study of Jamaican schoolchildren. 002 Goldberg, Nicholas; Bruno, Rock Male underachievement in Dominica: Extent, causes and solutions. Final report. Roseau: Basic

Education Reform Project, Ministry of Education, Youth Affairs and Sports, 1999. [ii], 50 p. This study sought to provide qualitative and quantitative evidence on the nature and causes of male underachievement in Dominica, and to identify ways of addressing the problem. The research was conducted in two phases. In the first phase, interviews with educators were conducted and records from schools and government departments were obtained and analyzed to determine entry rates, performance levels, and rates of attrition. Data were also collected from unemployed youth, students, teachers, and parents using a number of questionnaires and interview schedules. The findings showed substantial evidence that girls performed better than boys at all stages of the educational system in Dominica. There appeared to be general agreement on the part of parents, teachers, students, and education officials that differences in achievement and attitude between boys and girls were related to: 1) differences in gender socialization processes, 2) parental encouragement, and 3) gender differences in teacher-student interactions. Recommendations, which were agreed upon by a broad cross-section of those consulted, are provided. 003 Harris, F. T. Factors affecting achievement at the Dominica Grammar School. Dip.Ed., The University of the West

Indies, Cave Hill, 1977. [n.p.]

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004 Kamau, Macharia; Sabatini, Fabio "I did not finish school, school finished with me." Preparing today's children for 21st century life.

Bridgetown: UNICEF CAO, 1997. 10 p. (UNICEF Caribbean Area Office. Working Papers; No. 9) This paper drew on recent situation analyses of children and their families in seven Eastern Caribbean (EC) countries to show how the education system in the sub-region finishes off with children well before they are equipped for either life or work, and even before their desire for learning has been exhausted. The heavily examination-oriented primary and secondary school system distorts the learning and teaching processes, and nullifies most of the intended benefits expected from the curriculum in the area of life and marketable skills, as well as psycho-social development and personal growth. It is suggested that Caribbean governments, the private sector, and development financial institutions should urgently move away from a principle of providing every child with primary education of dubious quality, while reserving decent secondary education for a minority of children, to endowing every child with a meaningful quality basic education that covers the entire period from birth to 16 years of age. 005 Letang, Patsy Cecilia Male underachievement: The Dominican context. M.Ed., University of Bristol, 1999. 93 p. This study explores the incidence of underachievement among males in the nonformal Youth Skills Training Programme in Dominica, which targets out-of-school youths. Data were collected through the use of unstructured interviews and observation of a sample of eight males. Interviews were also held with key personnel in the Youth Skills Training Programme and the Ministry of Education. It was found that “toubac” (truancy) and difficult experiences at home and school were the main contributors to the problem of underachievement among these males. 006 Polydore, Kay Merina An input-output analysis of the achievement levels of the secondary schools in Dominica. Ph.D., The

University of the West Indies, Mona, 1989. xii, 416 p. This study sought to: 1) identify the inputs related to, and which best predict attainment in the secondary school system in Dominica; 2) establish the variables which discriminate between a high- and low-achieving institution; 3) determine whether there were significant differences among students attributable to gender, school location, and school type; 4) investigate whether there was a significant relationship between performance in English language and verbal ability, on the one hand, and performance in English and other areas studied; and 5) test whether students' perception of teacher behaviour was significantly associated with their attainment in individual subjects. Data were collected from a sample of 289 students (100 male and 189 female) from 8 secondary schools, on 1 dependent and 13 independent variables. The main findings were that: 1) the variables significantly associated with achievement were parental education, family background characteristics, locus of control, academic self-concept, mental ability, and perception of school resources; 2) the main predictors of achievement for the total sample were mental ability, common entrance score, academic self-concept, perception of school resources, and stability; for the male sub-sample, Common Entrance score and mental ability; and for the female sub-sample, mental ability, Common Entrance score, and academic self-concept; 3) boys, overall, demonstrated a significantly higher level of achievement than girls, overall; 4) there were no significant differences among students attributable to school type or school location; 5) students at certain schools performed significantly better than others; 6)

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performance in English language was significantly related to verbal ability and to the other areas studied; 7) there was a low but significant relationship between students' perception of teacher behaviour and their performance in individual subjects; and 8) the variables, mental ability, Common Entrance score, and academic self-concept, best discriminated between the high- and low-achieving schools.

ACCESS TO EDUCATION 007 Bowman, Hilary Lawrence A critical appraisal of the availability of tertiary/university level education in the Organization of

Eastern Caribbean States. Ph.D., Union Institute, 1999. 127 p. This study sought to identify reasons for the limited availability of tertiary/university education in the Organisation of Eastern Caribbean States (OECS). Data were collected from primary and secondary sources, interviews with key informants in the education system of the sub-region, and a questionnaire administered to a sample of 108 and 118 students from Caribbean Union College and Cuba respectively. It was confirmed that tertiary/university education was not readily available to citizens of the OECS. The factors that contributed to this include: stringent entry requirements, inadequate preparation for university level education, high cost, lack of degree-granting centres in the OECS, and inadequate space for students from non-campus territories. Due to the lack of tertiary/university training, a very large percentage of managers and leaders in the workplace remain untrained. This has led to social, political, and economic problems in the OECS. It was concluded that the people of the sub-region could no longer depend on the region's university, but must access university opportunities both extra-regionally and internationally. Politicians, educational leaders, and concerned citizens must, therefore, develop new strategies and find new alliances with other universities to ensure that the people of the OECS have increased access to tertiary/university level education. 008 Dominica. Ministry of Education Gender equality - ideal or reality in Dominican education. 1989. 12 p. Paper prepared for the Caribbean

Consultation Meeting for the World Conference on Education for All, Kingston, Jamaica, 22-24 Nov 1989. Sponsored by: UNESCO.

This paper examines access to education, continuation rates and the nature of programmes and curriculum in order to establish whether there is equality of educational opportunity for both sexes. It finds that although there is equal access for both sexes, the outcome of education is not the same for each: Females excel in the primary and secondary grades and the males seem to obtain greater success at the upper level of the educational pyramid. 009 Fergus, Howard A. The challenge of educational reform in microstates: A case-study of the Organization of Eastern

Caribbean States. Prospects, 21 (4): 561-571, 1991. This article describes efforts to improve educational access and quality in the OECS. It asserts that curriculum reform and textbook development are hindered by intellectual and financial dependence on larger nations. It is concluded that cooperation among the nations is one way to help solve problems of limited resources for education.

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010 Harney, Lenore; Roett, Phyllis; Samuel, Wendell A. Draft situation analysis of women and children in the Commonwealth of Dominica. Bridgetown:

UNICEF CAO, 1992. [ii], 133 p. This report assesses the situation of children and women in Dominica within the context of the social, economic, and political environment. Particular attention is given to health, education, and legal status. 011 Thomas, Hilroy A. Planning the Waitkubuli Institute of Learning and Community Development. Ed.D., Harvard University,

1978. 240 p. The author, a member of Atkinson Village on the Carib Reserve, describes, in this project report, his efforts to establish an institute that would provide opportunities for post-primary and nonformal education, a community-based learning experience, and basic social services for the community. He reviews the background of education on the Reserve, the proposed model institute, and problems encountered during one year of implementation. 012 UNICEF Caribbean Area Office Situation analysis of children and women in the Eastern Caribbean. Bridgetown: UNICEF CAO, [199?].

[iv], 35 p. This is a composite report of the individual situation analyses carried out in the nine EC countries covered by the Multi-Island Programme (MIP). It provides information on the socio-economic conditions in these countries and examines the following: a) the situation of children; b) the situation of women; c) the environmental sector; and d) the education sector.

ADULT EDUCATION 013 Country summaries: Dominica. In The state of education in Latin America and the Caribbean, 1980-1994

(pp. 254-270). Santiago: UNESCO, 1996. This is a summary of the state of education in Dominica during the period 1980-1994. The information is presented under the following headings: I - Expansion of primary schooling, progress, achievements and problems; II - Literacy, post-literacy and adult education, and III - Levels and factors on the quality of basic education. 014 Crawford, A. N. Literacy in Dominica: A joint publishing project. Reading Today, 9 (4): 39, Feb/Mar. 1992. This article discusses joint efforts of the International Task Force on Literacy in Mombasa, Kenya and the International Reading Association to produce materials for adult education in Dominica. Houghton Mifflin Company agreed to participate.

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015 Fleming, William Gerald Secondary and adult education in Dominica. Toronto: Department of Educational Research, Ontario

College of Education, University of Toronto, 1964. ix, 46 p. (Ontario College of Education, University of Toronto. Department of Educational Research. Bulletin; no. 19)

016 Jules, Didacus Report on the Caribbean Community Education Centre (CARCEC) training workshops for adult

educators in Dominica, June 11-22, 1984. Castries: National Research and Development Foundation (NRDF), 1984. [i], 57 p.

The exercise involved three major workshops: 1) training of Zonal Adult Education Coordinators (Aides); 2) training of Adult Education Facilitators; and 3) a working session of the Dominica Council for Adult Education. The report outlines the objectives and content of each workshop, and contains the work plans developed as well as the zonal reports of the workshop for village facilitators. It identifies the main problems experienced at the national level and identifies possible solutions. 017 Sandmann, Lorilee R. Educational program development approaches associated with Eastern Caribbean extension programs.

Ph.D., University of Wisconsin-Madison, 1989. xii, 225 p. This study identified the educational programme development approaches used by frontline officers in EC national extension services. Programmes of 36 extensions officers, representing a randomly selected, stratified sample of workers employed by the national extension services of Dominica, Grenada, St. Lucia, and St. Vincent, formed the data base for the study. Semi-structured interviews were employed as the primary means of obtaining data on decisions and decision-making criteria, and behaviour related to programme development processes. The data suggested five categories of programme development approaches--transactive, personal, institutional, clientele, and residual--as well as an extension of the conceptualization of influences involved in development decision making. It appeared that the nature, number, and dominance of influences, and the congruency or incongruency of those influences and the programmer's reaction to them, shaped the programmer's approach and affected programme direction. Since neither the subject's demographic background, nor the subject's level of professionalization were accurate predictors of approach, the data indicated that a more fruitful explanation of approach choice was to be found in the environment or in the programmer's personal philosophy, cognitive complexity, or integrated functioning.

AGRICULTURAL EDUCATION 018 Meaders, O. Donald Development and strengthening of agricultural education in Commonwealth of Dominica. A report. East

Lansing: Michigan State University. Department of Agricultural and Extension Education, 1985. 24 p. (A study conducted during November 1984 at the request of the Caribbean Agricultural Extension Project in cooperation with the Ministry of Agriculture and the Ministry of Education)

This study examined current agricultural education programmes in Dominica and made recommendations for needed improvements. Data for the evaluation were obtained from numerous documents and

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publications, field trips, and discussions with key officials in various ministries and institutions, including the Ministry of Agriculture, Ministry of Education, Clifton Dupigny Community College, and various secondary schools throughout the country, a farm, a market, and the La Plaine French Technical Cooperation Project. It was found that the existing agricultural education programmes in Dominica needed to be strengthened since they were needed as part of the country's human resource development to achieve improved agricultural productivity and improved rural living. The Ministry of Education needed to continue to bear the primary responsibility for administration of agricultural education in the country. Moreover, the Ministry of Education also needed to strengthen the supportive services and cooperation that it provided in the delivery and supervision of agricultural education. Included among the areas in which improvements were particularly needed were the following: staff development, curriculum and instructional development, improvement of facilities and equipment, establishment and assistance of pilot school programmes, and establishment of a network of communication and exchange among educators within Dominica and from other Caribbean islands. Appendices to this report include a listing of documents reviewed by the researcher, data on staffing, and conclusions based on a previous study of agricultural colleges in the country. 019 Sandmann, Lorilee R. Educational program development approaches associated with Eastern Caribbean extension programs.

Ph.D., University of Wisconsin-Madison, 1989. xii, 225 p. [See Record 017 for abstract]

ASSESSMENT AND EXAMINATIONS 020 Dominica. Ministry of Education and Sports. Education Division. Technical and Vocational Education Unit Report of the 1993 Junior Secondary Programme assessment. Roseau: The Ministry, [199?]. [14] p. Each year, the Technical and Vocational Education Unit of the Ministry of Education in Dominica conducts an assessment of the students who have completed the three year Junior Secondary Programme (JSP). This report provides information on the results of the 1993 JSP assessment, comparing them with the performance of students in 1992 and 1991. It attempts a simple analysis of these results and makes recommendations based on the analysis. 021 Shorey, Leonard L. OCOD-CTTP Test Evaluation Report. Castries: OCOD, 1991. 46 p. Tests in social studies and integrated science given in St. Vincent and the Grenadines, St. Lucia, Grenada, and Dominica were analyzed by the Organization for Cooperation in Overseas Development's (OCOD) Comprehensive Teacher Training Programme (CTTP) for discrimination, difficulty, and reliability, as well as other characteristics. There were 767 examinees for the social studies test. Scores were placed in descending order, and high (top 27%) and low (bottom%) were separated to extract 414 selectees. Difficulty indices and indices of discrimination were calculated, and reliability was evaluated. Analysis indicated that although the test had some good qualities, it also had a number of weaknesses that should be improved. Four modules of the integrated science test were studied by splitting the test group into halves and comparing the performance of the halves. Samples of 48, 18, 8, and 18 students were used (samples rounded

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to an even number). Findings indicated that three of the modules were not satisfactory in their present form, but that although Module 4, with a reliability coefficient of 0.60, could be improved, it performed well above the other tests of the series. Five appendices provide detailed tables of results. 022 Thomas, V. The Common Entrance Examination (CEE) and gender inequity in the Commonwealth of Dominica.

1999. [n.p.]. (Unpublished manuscript)

BASIC EDUCATION 023 Conference of Commonwealth Education Ministers (11th) Agenda item 2: Improving the quality of basic education. v. 3: Country papers. London: Commonwealth

Secretariat, 1991. 155 p. in various pagings. (11 CCEM/2/CP 3; Conference of Commonwealth Education Ministers, 11th, Bridgetown, Barbados, 29 Oct - 2 Nov 1990. Sponsored by: Commonwealth Secretariat)

This volume contains reports from the following seven Commonwealth Ministries of Education on the methods used to improve the quality of basic education in their countries: Dominica, Malaysia, New Zealand, Papua New Guinea, Sri Lanka, and St. Vincent and the Grenadines. 024 Country summaries: Dominica. In The state of education in Latin America and the Caribbean, 1980-1994

(pp. 254-270). Santiago: UNESCO, 1996. [See Record 013 for abstract]

BIBLIOGRAPHIES 025 Alcala, V. O., comp. A bibliography of education in the Caribbean. Port of Spain: Central Secretariat, Caribbean Commission,

1959. ix, 144 p. This bibliography comprises three sections: the first dealing with education in general; the second with instructional material related to the Caribbean; and the third with Government serials, periodicals produced by educational bodies or associations, and other journals dealing with education, which were edited in the Caribbean. 026 Comitas, Lambros The complete Caribbeana, 1900-1975. Millwood, NY: KTO Press, 1977. 4 v. These four volumes bring together citations of a large part of the scholarly literature on the region in English, French, Dutch, German, Spanish, Papiamento, Russian, Swedish, Danish, and Portuguese published during the period 1900-1975. It is arranged by topic or subject, and includes over 17,000 references to publications such as monographs, conference proceedings, theses, dissertations, journal articles, reports, and pamphlets in its 63 topical chapters.

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027 Myers, Robert A., comp. Dominica. Oxford: Clio Press, 1987. xxv, 190 p. (World bibliographical series; v. 82) This bibliography contains 493 selected references, which are mainly periodical articles and selections from larger works on the region. It is arranged under major topic headings, and entries within each section and subsection are arranged alphabetically by author's name. 028 Myers, Robert A., comp. A resource guide to Dominica, 1493-1986. New Haven, CT: Human Relations Area Files, 1987. xxxv,

649 p. This attempt at a comprehensive compilation of all resources available for the study of Dominica lists approximately 5,700 items by more than 1,800 authors. It is arranged under 25 major topic headings, and in addition to printed sources, it includes films, recordings, paintings, photographs, and aerial and satellite photography. 029 Robertson, Amy; Bennett, Hazel; White, Janette, comps. Select bibliography of education in the Commonwealth Caribbean, 1940-1975. Mona: Documentation

Centre, School of Education, UWI. 1976. 196 p. Supplement: Select bibliography of education in the Commonwealth Caribbean 1976-1985, comp. by Amy Robertson. Mona: Documentation Centre, School on Education, UWI, 1987. [v], 174 p.

This bibliography, including the supplement, comprises a select list of documents pertaining to education in 15 English-speaking Caribbean islands (including Dominica) and Guyana. The material is arranged in broad subject categories. Publications generally descriptive of the educational system of a country are listed under the respective country name, while material relating to specific aspects of education in a country is found in the relevant subject category. 030 Shillingford, J. D.; Shillingford, Jennifer; Shillingford, Leona A bibliography of the literature of Dominica, W.I. Ithaca, NY: Cornell University, 1972. [iii], 98 p. This bibliography sought to include all material on Dominica or inspired by Dominica available at the time of preparation. It is arranged in alphabetical order by author under major topic headings, including a heading for "Health, Education and Welfare". 031 Wilkinson, Audine C. Education in the Eastern Caribbean: A select bibliography. Bulletin of Eastern Caribbean Affairs, 7 (4):

36-44, Sep/Oct. 1981. This bibliography, which is arranged in alphabetical order by author within form categories, lists books, articles, documents, papers, pamphlets, and theses on education in the EC.

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CHILD DEVELOPMENT 032 Alexander, Z. A study of the science process skills present in preschool children in Dominica. B.Ed., The University of

the West Indies, Cave Hill, 1982. [n.p.] Twenty-one Piagetian type tasks were administered to 48 three- and four-year-old children attending the Pre-School Centre in Roseau. The children's responses were used to ascertain their level of performance on each task. The results show that observation skills existed; classification skills were present but in some form of hierarchical order for both age groups; seriation of length was poorly developed; conservation of numbers and ordinality were not yet developed; conservation of length was not fully acquired, and children could do simple prediction but had trouble with pattern finding. Significant differences in performance due to age were found for seriation and classification. 033 Durbrow, Eric Hunt School performance and behavior problems of Caribbean children: Associations with pediatric risk and

growth, home conditions and temperament. Ph.D., University of Missouri – Columbia, 1993. 158 p. [See Record 001 for abstract]

CURRICULUM DEVELOPMENT 034 Brown, Gerald R.; Halliday, Joseph Jacob Feasibility study on the development of a regional Curriculum Development and Materials Production

and Equipment Centre. Castries: OECS, 1994. 161 p. (Consultants' Report. Education Reform Strategy Project 4B)

Interviews were conducted with educational leaders in seven of the islands of the EC during August and September 1994, concerning the development of a regional Curriculum Development and Materials Production and Equipment Centre (CAMPAEC). Visits to several sites, reading of background documents, and additional research were also completed. The primary view expressed was that relevant curriculum materials at different levels of the system--at the pre-school, primary, secondary, and tertiary levels of all educational institutions--were desperately required for both teachers and students. The lack of suitable print, non-print, and electronic curricular materials was seen as constituting a significant bottleneck to educational growth and reform in the islands, and CAMPAEC was envisaged as an education entity with the potential to provide high quality curriculum materials and equipment at affordable costs. It was further emphasized that harmonization and standardization of the curriculum across the sub-region would be a significant step in the development, acquisition, and/or production of economically viable materials. Researchers were also told that the needs were even more acute in nonformal education, notably adult literacy and parental education. This report presents the working papers of the study, which deal with issues in the areas of management, staffing, equipment and facilities, funding and cost factors, and implementation phases and stages. A summary of the findings and 17 recommendations for the implementation of the project conclude the report. A list of persons interviewed, a table showing comparative demographic data, and a figure outlining course production processes are appended.

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035 Clarke, Desmond C. Redesigning the teacher education programme in language arts. In Arthur G. Richardson (Ed.), Report of

the Ninth Biennial Eastern Caribbean Standing Conference on Teacher Education (pp. 154-167). Cave Hill: Faculty of Education, UWI, 1995.

This paper identifies examples of discontinuities between current conceptions of language arts in the literature and current practices in EC teachers' colleges, as justification for a proposed revision in the teacher education programme in language arts. It emphasizes the need for teacher education programmes to have a strong conceptual base by combining insights from the subject area and its related disciplines, as well as from teacher education theory and research. Action and/or changes are proposed for the redesign of the teacher education programme in language arts. 036 Dominica. Ministry of Education An entrepreneurial skills development programme, Dominica: The curriculum. [n.p.]. Paper prepared for

the Curriculum Guidelines for Entrepreneurial Skills Development, a Pan-Commonwealth Technical Meeting, Genting Highlands, Malaysia, 26-30 Jun., 1989. Sponsored by: Commonwealth Secretariat; Malaysia. Ministry of Education.

037 Fergus, Howard A. Preferred educational goals of three significant groups in three Eastern Caribbean territories: Some

implications for curriculum development. Ph.D., The University of the West Indies, Mona, 1984. ix, 362 p.

This study sought to determine the educational goal preferences of three significant groups (educators, lay persons, and students) in Dominica, Montserrat, and St. Kitts, and to examine some of the implications of the findings for curriculum development in their secondary schools. Data were obtained through a documentary study; from questionnaires administered to randomly selected samples of educators, lay persons, and students; and from interviews with samples of secondary school principals on the curricular emphases of their schools. The analysis revealed that the three groups in each of the territories agreed on the importance of certain goals. All groups perceived academic skills, vocational preparation, personal and community adjustment skills, and the development of students' aesthetic potential as desirable educational goals. The groups differed, however, on the number and nature of their preferred goals, and in the emphasis they placed on those goals which they endorsed in common. The implications for curriculum planning were identified and discussed. 038 Genthon, Magdilen Rena Needs assessment for computer literacy for students and teachers in the public high schools in Dominica.

M.A., University of the Virgin Islands, 1993. iv, 128 p. This study sought to determine whether there was a need for students and teachers in the public high schools in Dominica to become computer literate, and to infuse computer technology into the public high school curriculum. Students, teachers, and principals at the Dominica Grammar School and the St. Joseph's Secondary School, as well as the personnel managers of 10 computerized businesses were interviewed.

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Results showed that there were no computers at the schools, and that students and teachers felt that there was a need to become computer literate. The Minister of Education and the personnel managers of the businesses surveyed felt that there was a demand for computer literate high school graduates. The results are discussed with respect to the options for computer literacy, and the effects on the existing public high school curriculum. 039 Goodridge, Rudolph V. Primary school social studies curriculum development in the Eastern Caribbean: Some reflections. In The University of the West Indies. Institute of Education. Report of Conference on Teacher Education in the Eastern Caribbean, held at Montserrat, April 6-9, 1970 (pp. 81-90). Mona: Institute of Education, UWI, 1970. This paper is based on an analysis of primary school social studies syllabuses in six EC territories, as well as on observations of social studies teaching, and on discussions with head teachers, assistant teachers, and training college and Ministry of Education personnel throughout the EC. It identifies some of the characteristic problems of social studies teaching in the region; examines some of the recent efforts at social studies curriculum development work at the primary level; and suggests areas worthy of consideration in future work in the field. 040 Inter-Agency Working Group; Pan American Health Organization. School Health and Family Life Education Project Core curriculum guide for strengthening health and family life education in teacher training colleges in

the Eastern Caribbean. St. Michael: PAHO Office of Caribbean Programme Coordination, [1994?]. v, 127 p.

The principal aim of this curriculum guide is to support principals and tutors of teachers' colleges with a framework for reorienting, reorganizing, and strengthening the delivery of health and family life education (HFLE), so as to promote and provide health learning experiences in the context of fundamental areas of everyday living. In its design and orientation, it seeks to: a) present a positive perspective of health as a resource for living; b) emphasize the relationship between health, personal and community health and development, and choices in daily life; c) advocate approaches which focus on decision making and action for health; d) provide learning experiences which will foster the development of trainees in a context of personal and social responsibility; and e) delineate the key concepts and core areas for learning which are critical to the attainment of optimum health and well being. 041 James, Dorothy F. T. Proposal strategy for implementation of health and family life education in secondary schools in

Dominica. Roseau: Ministry of Health, 1987. 7 p. 042 King, Winston K. The development of science education at the primary level in the Eastern Caribbean. In Judith F. Reay &

June M. George (Eds.), Education in science and technology for development: Perspectives for the 21st century (pp. 111-124). [S.l.]: International Council of Associations for Science Education, 1992. (ASETT/ICASE Caribbean Conference '91, St. Augustine, Trinidad, 27-30 Aug., 1991)

Two approaches to primary science curriculum development in the EC are outlined--one being internal to each country and the other arising from the regional Primary Education Project. Stress is placed on the

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cooperative efforts of educators in the countries and in the region, including The University of the West Indies (UWI) and science teachers' associations. Evaluations and constraints are mentioned, and the paper identifies a need for enhanced teacher training, communication, and in-school facilities. Attention also needs to be paid to the status of science in schools and research on how children learn. 043 King, Winston K. Science education in the Eastern Caribbean: Report on primary-level development. Caribbean Journal of

Education, 16 (3): 172-188, Sep. 1989. (Special Issue: Primary education in the Commonwealth Caribbean, ed. by Donald G. Wilson)

This report on the development of primary science in the EC is presented vis-a-vis the development of science education in the Caribbean generally. It discusses some of the curriculum development projects and activities that have taken place in the sub-region. 044 Lance, R. S. Some aspects of science curriculum development, dissemination and implementation in the English-

speaking Caribbean with special reference to Dominica. M.Sc., University of Reading, 1984. [n.p.]. This study examines decision making, communication, selection of content, teaching methods and the language of instruction, resources in curriculum development, dissemination, and implementation of a science curriculum in the Caribbean with particular relevance to Dominica. Curriculum development in Dominica is placed in an historical and economic context. A strategy for development, dissemination, and implementation of a science curriculum is proposed for Dominica. This strategy reflects national goals and aspirations while being pragmatic; taking into consideration the peculiarities of the small island nation, its resources, and situation of its teachers. It reflects an understanding that curriculum implementation can only occur in the classroom, where the teacher is the authority. It is recognized that successful implementation of curriculum is dependent on the resolution of a number of non-curricular problems in the classroom. Some of them involve deep moral problems and conflicts. In this regard, the teacher will need every bit of assistance. Periodic meetings with teachers on a district and island-wide level to deal specifically with these "nitty-gritty" problems are recommended. In some cases, the entire community may have to be involved in the resolution of some of the problems. 045 Lucas, Maureen E. Redesigning the curriculum in teacher education. In Arthur G. Richardson (Ed.), Report of the Ninth

Biennial Eastern Caribbean Standing Conference on Teacher Education (pp. 39-51). Cave Hill: Faculty of Education, UWI, 1995.

This paper suggests the type of philosophical construct which should undergird and permeate a redesigned teacher education curriculum for the EC in the near future. It also provides some very general guidelines with respect to curriculum components such as content, delivery methods, and evaluation procedures. 046 Richardson, Arthur G. Redesigning teacher education: The education curriculum. In Arthur G. Richardson (Ed.), Report of the

Ninth Biennial Eastern Caribbean Standing Conference on Teacher Education (pp. 150-153). Cave Hill: Faculty of Education, UWI, 1995.

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This paper outlines the development of the core curriculum in Education Foundations which is followed in the teacher training colleges in the EC Suggestions are offered for the re-design of this curriculum. 047 UNICEF Survey of "Life Skills" programmes in Eastern Caribbean schools. Bridgetown: UNICEF, 1993. 13, [8] p. This survey was part of a two-phase project designed to assist in the introduction of AIDS education into a more comprehensive "Life Skills" programme for schools in the EC. It aimed to document existing Life Skills initiatives in terms of who was doing what, the reasons for the intervention, and the funding issues involved. The survey collected information through interviews and a questionnaire administered to respondents from 8 regional and 10 national institutions/agencies in 6 EC countries, as well as from an analysis of curricula/guidelines, pupil materials, and other documents relating to relevant programmes which were being used by the agencies/institutions interviewed. The survey revealed that all countries in the EC had AIDS education programmes which were conducted by the National AIDS Committees. There were no distinct school-based AIDS education programmes. Education about HIV/AIDS was incorporated into Health and Family Life and Guidance programmes. In countries where these programmes were not a part of the school curriculum, education was provided by visiting resource persons. It was generally felt that education about AIDS, drugs, the environment, development, and other critical concerns should be completely integrated into all curriculum areas. 048 Walker, Esther E. Redesigning teacher preparation in the Eastern Caribbean - Science. In Arthur G. Richardson (Ed.),

Report of the Ninth Biennial Eastern Caribbean Standing Conference on Teacher Education (pp. 168-180). Cave Hill: Faculty of Education, UWI, 1995.

This paper assesses the existing state of teacher preparation in science education in the EC, using three sources: 1) Science tutors, 2) Teachers' college graduates, and 3) examination results. It then considers the science knowledge which student teachers should have at the time they graduate, and makes suggestions for the content of teacher preparation courses.

CURRICULUM EVALUATION 049 Clarke, Desmond C. Redesigning the teacher education programme in language arts. In Arthur G. Richardson (Ed.), Report of


[See Record 035 for abstract] 050 Hanley, Gweneth T. Redesigning teacher preparation: A college perspective. In Arthur G. Richardson (Ed.), Report of the


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This paper examines the existing design of teacher preparation programmes in the EC and identifies: 1) the weaknesses or shortcomings; 2) problems encountered in implementing the programmes; 3) the goals of a redesigned programme, and 4) the implications of achieving these goals. 051 Harris, Frances Redesigning teacher preparation: A college perspective: The Commonwealth of Dominica. In Arthur G.

Richardson (Ed.), Report of the Ninth Biennial Eastern Caribbean Standing Conference on Teacher Education (pp. 108-116). Cave Hill: Faculty of Education, UWI, 1995.

This paper outlines several developments in the field of education in Dominica which have demonstrated the need for expansion of the concept of teacher preparation, and a broadening of the sphere of teacher preparation activities to serve the country's needs. It then assesses the existing programme of primary teacher preparation and makes suggestions for improvement. 052 Richardson, Arthur G. Teacher preparation programmes in the Eastern Caribbean: How effective are they?. In Desmond C.

Clarke (Ed.), Report of the Eighth Biennial Eastern Caribbean Standing Conference on Teacher Education (pp. 44-59). Cave Hill: Faculty of Education, UWI, 1994. (Also published in Bulletin of Eastern Caribbean Affairs, 19 (1): 29-38, Mar. 1994)

This paper provides empirically-based insights on the concerns of recently-trained teachers across the EC, with respect to the relevance and utility of the formal teacher education programme. The sample comprised 170 teachers (47 males and 123 females) randomly selected from the population of OECS teachers who had completed one year of classroom teaching after being college trained. All subjects were asked to complete a Likert-type questionnaire designed to tap their perceptions of the usefulness of the teacher training programmes. Results of the data analysis showed that: 1) although the teachers indicated a preference for Education Theory, other aspects of the college programme were perceived in less than favourable light. There was consistent negative evaluation of the Individual Study; 2) inability to get materials and equipment was the major difficulty relating to the application of methods learned in college to the classroom; 3) reading up on the subject was the preferred teacher behaviour for preparation for teaching; and 4) teaching slow learners was the major difficulty experienced during teaching. It was concluded that the time had come for a major shift in the orientation of teacher preparation activities in EC training colleges--away from an abundant diet of theoretical content designed largely to facilitate student success on external examinations to a skill-oriented diet where students are simply taught how to teach. 053 Walker, Esther E. Redesigning teacher preparation in the Eastern Caribbean - Science. In Arthur G. Richardson (Ed.),


[See Record 048 for abstract]

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DISTANCE EDUCATION 054 Carty, Joan Latin America and the Caribbean: A survey of distance education 1991. Paris: UNESCO, 1991. [iii], 145

p. (New Papers on Higher Education: Studies and Research; no. 5; A study conducted by: The International Council for Distance Education and The International Centre for Distance Learning. Coordinator Keith Harry)

This directory is arranged in alphabetical order by country within each of the two regions covered. Dominica was included among the 22 surveys conducted in the Caribbean. For each country, the following information is provided, where available: 1) country profile, 2) overview, and 3) institutions involved in distance teaching. Directory type information is provided for the institutions, as well as information on the annual budget, details of courses, and special features such as library provision, research and membership of associations. 055 Grell, Gerald A. C. The University of the West Indies and the Eastern Caribbean islands. [S.l.: s.n.], 1993. vi, 67 p. This publication aims to highlight the many areas of activity in which UWI has been involved, and which related to the EC. It also aims to focus attention on the new areas that are being explored and developed in order to increase UWI's impact in this area. The booklet focuses first on human resource development in the EC, then looks at the development of UWI's distance teaching mode and the role of the Office of University Services. This is followed by discussions on projected initiatives in the EC in the field of health sciences. Finally, it focuses on the issues of development in the EC, and the further extension of university services in support of this development. 056 Miller, Errol L. Feasibility study: Academic upgrading of unqualified teachers in the Windward Islands by distance

teaching. Winnipeg: OCOD, 1987. [n.p.]. Approximately 40% of the teachers in primary schools in the Windward Islands had less academic qualifications than the four CXC/GCE passes including English required for entry to teachers' college. Therefore, the governments of Dominica, Grenada, St. Lucia, and St. Vincent, along with the Organization for Cooperation in Overseas Development (OCOD) and the Canadian International Development Agency (CIDA), agreed in principle to a project using distance education strategies to upgrade these teachers academically. Data for the feasibility study were collected through: (a) interviews with Ministers of Education and their Technical Advisors; educators in the primary, secondary, and tertiary systems; and officials of the teachers' unions and various public sector companies, utilities, and services; (b) questionnaires administered to teachers' college and high school tutors, teachers' college students, and unqualified teachers; and (c) examination of documents dealing with policies, statistics, regulations, and examination performance. Results of the data analysis showed that: 1) there was a definite need for an academic upgrading programme for unqualified teachers in the Windward Islands; 2) such a project should be focused on the CXC examinations; 3) the project should be based at the college mandated to educate and train teachers; 4) distance education, if properly structured and organized, could achieve the stated objectives; and (5) the subject areas in which the greatest help was needed were English Language, Mathematics, Social Studies, and Biology.

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057 Roberts, Judy Development of a distance education network in the OECS: Feasibility study. Filling a gap in a way that

makes sense. Vancouver: Commonwealth of Learning, 1992. 41 p. (Report of a consultancy to the Commonwealth of Learning)

A study was conducted to determine the feasibility of a distance education network in the EC. Two types of consultations were completed: a brief site survey of four EC states (Grenada, Dominica, Antigua, and St. Lucia), and a workshop in St. Lucia to which education officials from government agencies and higher education institutions were invited. Through these sessions, information was gathered on the experience and resources of colleges of further education in distance education; the distance education technologies used by the colleges and their associated costs; the educational needs that such a network might address; and the financial opportunities and constraints for such a project. It was found that there is strong interest in distance education among tertiary institutions in the EC. Television stations exist as a means of providing distance education, but educational needs and the availability of other resources have not yet been established. Technical issues emerged with regard to the operation of a television network, and further research is needed to take advantage of opportunities. Finally, the study found that information sharing needs are acute at several levels, and that action, not more studies, is wanted. It is recommended that action steps should be taken to implement the recommendations made in the workshop, and that surveys should be made of needs, materials, technical feasibility, and an information clearinghouse.

EARLY CHILDHOOD CARE AND EDUCATION 058 Alexander, Z. A study of the science process skills present in preschool children in Dominica. B.Ed., The University of

the West Indies, Cave Hill, 1982. [n.p.] [See Record 032 for abstract] 059 Dominica. Preschool Education Project Report for period September 1986 - July 1987. Roseau: The Project, 1987. 16 p. This report covers activities in the areas of teacher training, health, parent education, community involvement, and extra-curricular activities. The inservice teacher training aspect of the project was instrumental in helping project staff achieve the objectives of upgrading the teachers' creativity in the classroom and positively promoting the skills necessary for effective teaching.

EDUCATION AND DEVELOPMENT 060 Dominica. Ministry of Education, Youth Affairs and Sports Dominica's Consultation on Education and Training and Human Resource Development. Journal of

Education and Development in the Caribbean, 1 (1): 83-108, 1997.

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This is a summary of the findings of a National Consultation held in Dominica in response to a request from the CARICOM Secretariat to member countries for their views and perspectives on education and human resource development. This was in preparation for a Special Meeting of the Standing Committee of Ministers Responsible for Education (SCME) held in Barbados in May 1997. The consultations were conducted at two levels: 1) a half day discussion of the CARICOM brief by persons representing various levels of the education system, and 2) a national process during which a broad cross-section of Dominican society was asked to deliberate on the way forward for education and the specific action to be undertaken to ensure that the country was better prepared for the realities of the twenty-first century. Recommendations are presented for the pre-school, primary, secondary, tertiary levels, as well as for adult education, nonformal education, and training 061 Magloire, Juliana T. Education and Dominica's development (An historical survey). St. Augustine: UWI, 1975. [n.p.]

(Caribbean Studies Paper) 062 Whittington, L. Alfons Workforce development for communities in crisis and transition: A case study of the Windward Islands.

18 p. Paper prepared for the Africa-America Institute's Advanced Training for Leadership and Skills (ATLAS) Conference, Zimbabwe, 21-25 Sep., 1998.

The Windward Islands have taken several approaches to educate the workforce and prepare for the technology-driven society of the future. These approaches include government initiatives such as the governments' commitment to primary education and, more recently, to secondary education. In addition, community colleges have been established, and citizens also have access to undergraduate and graduate education at UWI. The governments have provided scholarships to higher education and access to training programmes for youths who are not going to college. The European Union's initiative is also designed to assist in the recovery of the Windward Island's banana industry, as well as to upgrade teaching staff, and evaluate and improve training programmes. The United States Agency for International Development (USAID) has worked in the islands to develop a programme for academic and technical and vocational training, in both short- and long-term formats. For the Windward Island's workforce to remain competitive in any of the emerging sectors (such as tourism, information processing, and banking), retraining must be conducted through a common vision. Planning is required for the year 2010 and beyond.

EDUCATION AND EMPLOYMENT 063 Alexander, Macdonald S. Education and productive work in the Commonwealth of Dominica: A case study prepared for

CARNEID. Bridgetown: CARNEID, 1984. [n.p.]. The study discusses the main aims of education and production linkages in the Dominican education system, particularly after Hurricane David in 1979. The JSP, the Clifton Dupigny Community College, and isolated education and productive work programmes are described and their limitations identified. Difficulties encountered by the Centre for Adult Education are also discussed. It is concluded that it is difficult to effect any long-term planning for skills in Dominica because relevant information is not available from the employment sector. There is also a need for knowledge of national development plans on the part of those responsible for training in the technical/vocational fields.

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064 CARNEID Summaries of case studies of education and productive work in Barbados, Dominica, Grenada, Haiti,

Jamaica, St. Christopher/Nevis, St. Lucia, Trinidad and Tobago. Bridgetown: CARNEID, [19??]. 80 p. A certain number of concerns, common to a varying degree to all countries in the Caribbean, have resulted in efforts of integrating education with productive work. Among these concerns are nation-building, achieving a more egalitarian society, meeting economic demands, creating self-reliance, and improving cost effectiveness. At the human development level, objectives are related to combining intellectual with manual work, preparing students for active life, and creating positive attitudes towards work. In one country's view, linking education and productive work seems most rational in countries where children assume adult roles at a very early age. The brief country studies in this volume outline approaches to integrating productive work into the formal system as well as into nonformal programmes; discuss assessment procedures; and look into possibilities for the future. 065 Whittington, L. Alfons Workforce development for communities in crisis and transition: A case study of the Windward Islands.

18 p. Paper prepared for the Africa-America Institute's Advanced Training for Leadership and Skills (ATLAS) Conference, Zimbabwe, 21-25 Sep., 1998.


EDUCATIONAL ADMINISTRATION 066 Andrew, Max D. Principal factors determining teacher supply and demand in the Commonwealth of Dominica. M.A.,

Institute of Education, University of London, 1998. 135 p. This study examines the education system in Dominica, demonstrating the role played by teachers and the deficiencies existing in the quantity and quality of the supply of teachers. An analysis of the factors determining supply and demand for teachers reveal that this takes place in a highly centralized system of education, where the state controls and/or influences most of the variables affecting the teacher labour market, but not fully, through its policies and decisions. It is evident that in such a market, disequilibrium is the norm. The imbalances created between supply and demand involve a considerable misallocation of human and financial resources, which a developing country like Dominica can ill afford. The study further reveals that there is a state of crisis with respect to the quality of teachers and teaching throughout the system. Admission requirements need to be more rigorously applied in teacher training, and for entry into the teaching service. There are also enormous financial implications involved in having too judicious pupil-teacher ratios in the face of declining school-age populations. More realistic standards need to be established. 067 Austin, L. I.; Kelly, C. S.; Robinson, J. J. Report of the Committee of Inquiry into the General Management, Working and Organization of the

Dominica Grammar School. Roseau: [s.n.], 1966. 45 p.

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068 Bray, Mark, ed. Ministries of Education in small states: Case studies of organization and management. London:

Commonwealth Secretariat, 1991. 307 p. (Companion volume is entitled Making Small Practical: The Organisation and Management of Ministries of Education in Small States)

This volume contains 14 case studies of Ministries of Education from states with populations under 1.5 million, and displaying a wide range of economic, geographic, and cultural diversity. The country studies are grouped in five sections by their geographical location. The following countries are included in the Caribbean section: Barbados, Dominica, Guyana, Montserrat, and St. Lucia. 069 Brown, Gerald R.; Halliday, Joseph Jacob Feasibility study on the development of Teachers Resource Centres. Castries: OECS, 1995. 145 p.

(Consultants Report. OECS Education Reform Strategy Project 5) This report is based on the OECS Education Reform Strategy Project No. 5, which found that a Teachers' Resource Centre (TRC) could be a vehicle to provide essential equipment and materials to schools organized in clusters, and to serve as meeting places for officials, principals, and teachers. Approximately 80 educators at various levels from classroom to senior administration were interviewed. Visitations to suggested sites were made and documents were collected and analyzed. To develop the educational framework, four basic service areas for a TRC were identified: professional development, instructional and curriculum development, teachers' resources, and technical support services. The report presents suggested strategies for organizing TRCs, ways that the vision could be translated into action, and implications for each of the member countries of the OECS. The 14 recommendations presented were designed to assist decision makers in moving to the next stage according to their local educational needs and priorities, funding availability, access to facilities, and trained staff. Appendices provide a list of interviewees by territory, the OECS Teachers' Resource Centres study questionnaire, comparative demographic data, comparative data on schools without equipment or facilities, and journals recommended by interviewees. 070 CARNEID Profiles of the organisation and administration: Educational system in Antigua & Barbuda, Barbados,

Belize, Cuba, Dominica, Grenada, Guyana, Jamaica, Suriname, St. Vincent & the Grenadines. Bridgetown: CARNEID Coordinating Centre, 1981. 72 p.

071 Ross, Bertram Hudson The applicability of the American two-year college model to the Organization of Eastern Caribbean

states. Ph.D., Ohio University, 1995. 300 p. This study sought to investigate the applicability of the American two-year college concept to the OECS colleges, which are increasing their provisions of tertiary education. To diminish biases and misconceptions that might occur due to differences in economies, size, and development, a conceptual matrix of four issues and three perspectives was developed to guide the study. Data for two case studies of a leading college from each of the two contexts were derived from interviews, documents, and a survey questionnaire; and faculty and administrators' attitudes to eight college processes were measured.

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The results showed that there was no significant difference in attitude to the college processes between the groups within one college or among the two colleges. The analysis of the two cases revealed several differences between the OECS college and the American two-year college, which were related to the OECS college's limited sources of funding; its dependence on external examinations and, hence, curricula; its small administrative staff; and its lack of student services. Because there were no significant differences in the college groups' attitudes towards the college processes, it was proposed that practices and innovations of the two-year college might provide solutions to existing and future problems in OECS colleges related to access, quality, and retention. 072 Sabaroche, Herbert F. Status report on OECS education, training and labour market data system. 14 p. Paper prepared for the

OECS INFONET Project Planning Meeting, Castries, St. Lucia, 17 Mar., 1994. This status report describes progress made towards the development of an Educational Management Information System (EMIS), one of the project areas identified to contribute towards the development of a comprehensive strategy for the reform of education in the sub-region. 073 The University of the West Indies, Cave Hill. Office of University Services, Eastern Caribbean Effective management and leadership of tertiary level institutions in non-campus countries of the Eastern

Caribbean. 92 p. Paper prepared for the Workshop for Senior Level Personnel in Tertiary Level Education Systems, Bridgetown, Barbados, 25-26 Jun., 1987.

This document summarizes presentations and discussions on: Assessing programme viability; Integration and coordination of programmes; Institutional external arrangements; Accreditation; and Institutional governance structures. 074 Ugboma, Eghosa The need for computer-based information systems in the administration of community colleges in the

English-speaking Eastern Caribbean states: A survey study. D.B.A., University of Sarasota, 1997. 157 p. This study investigated the use of computers and the perceived need for computer-based information systems in the administration of community colleges in the English-speaking EC. It sought to: a) measure and establish the relationships between computer usage and the perceived need for computer-based information systems, in terms of effectiveness and efficiency; and b) determine whether the computerization of the administrative activities in community colleges in the EC was needed. Data were obtained from 142 completed questionnaires. It was found that although financial constraint was a big concern among respondents, the majority of them favoured computerized information systems. Automation of the colleges' management systems was very limited; administrative data were kept both manually in file folders and electronically on personal computers. Most participants surveyed had acquired some computer skills, and saw computer-based information systems as necessary tools, but not as primary tools for manipulating data and for decision-making. They had positive perceptions about the use of computerized information systems in the administration of higher education, and saw the need for such systems.

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075 UNDP Education development and administration: Dominica - (Mission). Project findings and

recommendations. New York: UNDP, 1982. 11 p.

EDUCATIONAL DEVELOPMENT 076 Country summaries: Dominica. In The state of education in Latin America and the Caribbean, 1980-1994

(pp. 254-270). Santiago: UNESCO, 1996. [See Record 013 for abstract] 077 Dominica. Ministry of Education Development of education: 1984-1986 - National report of Commonwealth of Dominica. 82 p. Paper

prepared for the International Conference on Education, 40th, Geneva, Switzerland, 2-11 Dec. 1986. 078 Dominica. Ministry of Education and Sports Education sector plan for educational development in the Commonwealth of Dominica 1989-1994; draft.

Roseau: The Ministry, [199?]. iv, 66 p. This draft plan for educational development outlines the aims of education in Dominica, and identifies the goals of each level of the school system, as well as the support services and activities required for the achievement of these goals. Proposals are presented for each of the following areas: 1) Restructuring and reorganization of educational administration, 2) Pre-school education, 3) Primary education, 4) Secondary education, 5) Curriculum development, 6) Teacher education and teacher supply, 7) Clifton Dupigny Community College, 8) Technical/Vocational education, 9) the National Information System, 10) the Sports Division, and 11) Adult education. 079 Levin, Benjamin Education policy and management challenges in the Eastern Caribbean. 12 p. Paper prepared for the

Symposium on Outside Views of Education in the Eastern Caribbean, Victoria, Canada, Jun. 1990. This paper discusses the future challenges for formal education in the EC. It addresses the following: Conceptualizing education in the region; Teaching and learning; and Managing the system. 080 Nicholson, R. M. Educational development in the Eastern Caribbean: Primary, secondary and tertiary levels, 1966-1977.

Bulletin of Eastern Caribbean Affairs, 4 (3): 24-28, 1978. This article describes the developments which took place in both the quantitative and qualitative provision of primary, secondary, and tertiary education in the EC during the period 1966-1977. Additionally, some indication of future educational development in the region is provided.

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081 Peters, Bevis Franklin The emergence of community, state and national colleges in the OECS member countries: An

institutional analysis. Cave Hill: ISER (EC), UWI, 1993. 96 p. (ISER EC Monograph Series; No. 2) This paper describes and analyzes recent developments in national tertiary education institutions in the seven countries of the OECS: Antigua and Barbuda, Dominica, Grenada, Montserrat, St. Kitts-Nevis, St. Lucia, and St. Vincent and the Grenadines. It employs a framework of institutional analysis to probe the rationale, structures, functions, and resources of these nascent institutions. The paper identifies a critical challenge involving the adaptation of traditional community college models to suit the indigenous characteristics and needs of these small, island societies. It is concluded that with the adoption of an institution-building framework and process, the new colleges will be able to undertake systematic planning and build on the gains so far achieved. 082 Taylor, W. L.; Carelli, C.; Worku, T. The Commonwealth of Dominica: Education sector survey; An analysis of the education and training

system and recommendations for its development. Paris: UNESCO, 1982. 124 p. This volume presents the findings of a sector study mission of UNESCO's Division of Educational Financing, which visited Dominica between 18-22 May, 1981. Its purpose was to identify areas of education and training which could be incorporated in the financing arrangements with external agencies, particularly the World Bank. In addition to numerous tables and statistics giving a profile of the educational system, the report contains a description and analysis of the general educational system, technical and vocational education, agricultural education, and nonformal adult education, with recommendations for each. 083 UNDP Education development and administration: Dominica - (Mission). Project findings and

recommendations. New York: UNDP, 1982. 11 p. 084 UNDP Multi-island Educational Development: Eastern Caribbean - (Mission). Project findings and

recommendations. New York: UNDP, 1986. 25 p.

EDUCATIONAL FACILITIES 085 Agency for International Development (US); Consulting Engineers Partnerships Ltd.; Organization of American States Vulnerability assessment of selected buildings designated as shelters: Dominica. Washington, DC: OAS,

1998. 36 p. (Funding by the USAID-OAS Caribbean Mitigation Project and the OAS-ECHO Project to Reduce the Vulnerability of School Buildings to Natural Disasters)

Educational facilities in the Caribbean often serve as shelters during natural hazards, but they often sustain as much damage as other buildings. This study investigated the physical vulnerability of schools located in Dominica to wind forces, torrential rain, and seismic forces, in order to provide relevant local agencies with some of the input required for selection of properties for Caribbean Development Bank funding.

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Information tables list each school, its description, and vulnerable areas, and its vulnerability ratings for wind, torrential rains, and seismic forces. Additional tables list each school followed by recommendations for improvements in order to upgrade the structure against natural hazards. Appendices provide commentary on the vulnerability of buildings to water ingress from torrential rain; and a summary of wind, rain, and seismic vulnerabilities of roof and wall envelopes. 086 Caribbean Development Bank Grant agreement (Caribbean Educational Development Project) and (Basic Human Needs - Employment

Sector Project) between Caribbean Development Bank and Commonwealth of Dominica. Bridgetown: CDB, 1980. [n.p.].

This grant was intended to finance projects for the construction and/or rehabilitation of primary schools and other public infrastructure, and to assist in the implementation of a maintenance plan for primary schools in Dominica. 087 Dominica. Ministry of Education Report of the workshop held on the maintenance of school buildings. Roseau: The Ministry, 1985. 26 p. This workshop was designed to enable participants to produce basic criteria for improved school maintenance. 088 Organization of American States; United States Agency for International Development Plan to reduce the vulnerability of school buildings to natural disasters: Dominica. Washington, DC:

OAS, 1998. 56 p. This workshop report provides the structure and content of a school building vulnerability reduction plan for schools in Dominica; determines roles and interactions between school stakeholders; and designs a natural hazard vulnerability reduction programme. It provides a profile of the current stock of school buildings in Dominica, while also addressing the issues of design, construction, reconstruction after destruction, retrofitting, rehabilitation, and other school building concerns. It also outlines the process involved in school construction to identify responsibilities at various levels of the process, and examines issues of design and construction criteria, site selection, financing, and level of community involvement. Issues are highlighted pertaining to levels of preparedness at the national level, and the participation of key stakeholders in disaster management activities. Existing plans and strategies are also addressed. An appendix includes and overview of government schools in Dominica. 089 Pierre-Louis, Alex Commonwealth of Dominica project for renovation and reorganisation of Clifton Dupigny College -

Master Plan. Roseau: Ministry of Education, 1992. 155 p.

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EDUCATIONAL FINANCE 090 Caribbean Development Bank Education finance in the OECS region: Dominica. Bridgetown: CDB, 1990. [i], 21, [47] p. (OECS

Technical and Vocational Education Project) This analysis of education finance in Dominica documents the level of government recurrent expenditure in the sector during the period 1984-1988, and relates this to total government spending and GDP indicators. It further examines average per student costs, and the relationship between enrolments and expenditure for the various levels and types of education. The analysis also identifies factors related to the cost-effectiveness of educational provision in the country and identifies areas of potential savings. 091 Caribbean Development Bank Grant agreement (Caribbean Educational Development Project) and (Basic Human Needs - Employment


[See Record 086 for abstract] 092 Caribbean Development Bank Loan agreement (student loan scheme) (second loan) between Caribbean Development Bank and

Dominica and National Commercial and Development Bank (Aid Bank Subsidiary). Bridgetown: CDB, 1977. [n.p.].

This loan was granted to the state of Dominica for providing funds to the National Commercial and Development Bank (Aid Bank Subsidiary) for making sub-loans to students for pursuing higher education in identified fields. 093 Caribbean Development Bank Loan agreement between Caribbean Development Bank and the state of Dominica and the Dominica

Agricultural and Industrial Development Bank (student loans for higher education). Bridgetown: CDB, [19??. n.p.].

The Dominica Agricultural and Industrial Development Bank, by means of a loan which the state of Dominica obtained from the CDB, provides loans to students for approved courses of higher or technical education.

EDUCATIONAL GOALS 094 Dominica. Ministry of Education and Sports Education sector plan for educational development in the Commonwealth of Dominica 1989-1994; draft.

Roseau: The Ministry, [199?]. iv, 66 p. [See Record 078 for abstract]

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095 Fergus, Howard A. Preferred educational goals of three significant groups in three Eastern Caribbean territories: Some

implications for curriculum development. Ph.D., The University of the West Indies, Mona, 1984. ix, 362 p.


EDUCATIONAL IMPROVEMENT 096 Conference of Commonwealth Education Ministers (11th) Agenda item 2: Improving the quality of basic education. v. 3: Country papers. London: Commonwealth


[See Record 023 for abstract] 097 Dominica. Ministry of Education Improvement of secondary education: Policies, objectives, structures, content and methods. 15, x p.

Paper prepared for the International Conference on Education, 40th Session, Geneva, Switzerland, 1986. (Reply to questionnaire ED/BIE/CONFINTED/40/Q/85)

098 Dominica. Ministry of Education, Youth Affairs and Sports Dominica's Consultation on Education and Training and Human Resource Development. Journal of

Education and Development in the Caribbean, 1 (1): 83-108, 1997. [See Record 060 for abstract] 099 Professional Development Associates Educational requirements in Dominica. Ottawa: Professional Development Associates, 1971. v, 193 p.

EDUCATIONAL LEGISLATION 100 Anthony, Kenny D. The legal framework of education in the Organization of Eastern Caribbean States. Washington, DC:

OAS. Department of Educational Affairs, 1994. 72 p. (INTERAMER Collection; No. 35) This publication examines the law governing education in the OECS, and notes that in some countries the existing law is limited in its scope and application, and is of questionable local relevance. In other countries, the law is fairly recent but glaring in its omissions. Increasingly, too, the decisions of functionaries within the educational system are being challenged in the courts of the region. It concludes by pointing towards the desirability and feasibility of common education laws.

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EDUCATIONAL ORGANIZATION

101 Burton-James, Alexandra A critique of the educational system in Dominica, the West Indies, with opportunity for change. M.A.,

1980. [n.p.]. 102 CARNEID Profiles of the organisation and administration: Educational system in Antigua & Barbuda, Barbados,

Belize, Cuba, Dominica, Grenada, Guyana, Jamaica, Suriname, St. Vincent & the Grenadines. Bridgetown: CARNEID Coordinating Centre, 1981. 72 p.

103 Dominica. Ministry of Education Gender equality - ideal or reality in Dominican education. Roseau: Ministry of Education, 1989. 12 p.

Paper prepared for the Caribbean Consultation Meeting for the World Conference on Education for All, Kingston, Jamaica, 22-24 Nov 1989. Sponsored by: UNESCO.

[See Record 008 for abstract] 104 Dominica. Ministry of Education, Health, Youth Affairs, Sports and Culture. Education Division Educational organization in the Commonwealth of Dominica. Roseau: The Ministry, 1981. 14, 3 p. 105 Organization of American States. Division of Planning, Research and Studies of Education Educational profile: Dominica, 1985. Washington, D.C: OAS, 1985, v, 23 p. (Educational Profiles of the

Caribbean Countries) This publication presents basic quantitative and qualitative information on educational policy; the administrative structure of the educational system; levels and types of education; school repeaters and dropouts; and teacher training in Dominica. 106 Shillingford, Daniel J. Rationalization of the Junior Secondary Programme: Retrospect and prospect. Roseau: Ministry of

Education and Sports, 1991. ii, 26 p. This paper attempted a rationalization of the Junior Secondary Programme of Education as it obtained in 50 schools in Dominica. Attention was focused on the subjects pursued at the various schools, and the possibility of using the schools, under the OECS Technical/Vocational Education Project, as centres of instruction for the 1991/1992 Junior Secondary Programme, was explored. It also examined the future development of centralized facilities to accommodate the rationalization of the programme. An analysis was also made of the problem of progression from the Junior Secondary Programme to technical/vocational education in some schools, and ways of providing better linkages between both systems were discussed. Among the needs identified were: 1) expanding the number of skill areas to be offered at the proposed centres; 2) changing the designation of some schools from all-age schools to primary schools; and

27

3) increasing the school leaving age. The logistics involved in moving students from feeder schools to the centres were also discussed. 107 Taylor, W. L.; Carelli, C.; Worku, T. The Commonwealth of Dominica: Education sector survey; An analysis of the education and training

system and recommendations for its development. Paris: UNESCO, 1982. 124 p. [See Record 082 for abstract] 108 Turner, T.; Reid, L. H. E. Dominica: An evaluation of its education system. Kingston: [s.n.], 1979. 33 p. This paper discussed educational objectives in the context of development in Dominica. All levels and sectors of the educational system were examined. Recommendations included upgrading of the Curriculum Development Unit; location of new schools in rural areas; upgrading of courses at the Technical College; increased enrolment at the Dominica Teachers' College; as well as links with the College of Further Education.

EDUCATIONAL PLANNING 109 Charles, Hubert J. Organisation of Eastern Caribbean States (OECS) Education Reform Strategy: Report on country

consultations and work plan. Bridgetown: CARNEID Coordinating Centre, 1992. [i], 43 p. This document reports on the country consultations on the OECS Education Reform Strategy (OERS) which were held to prepare a regional action plan. It outlines a programme that reflects the elements that received the fullest support during the consultations. The critical programme areas identified by OECS member countries were: 1) Management of the reform process; 2) Improvement of teacher skills and conditions of service; 3) Identification and implementation of innovative teaching and learning strategies; 4) Development of education plant and facilities, and 5) Implementation of five key development initiatives. The preliminary work programme and initial reactions from donor agencies are included. Appendices contain the OERS work programme, OERS instruments and process, an individual country priority-programme matrix, and terms of reference. 110 Dominica. Ministry of Education Education development plan: 1999-2005 and beyond. Roseau: The Ministry, 1999. [n.p.]. 111 Dominica. Ministry of Education and Sports Education sector plan for educational development in the Commonwealth of Dominica 1989-1994; draft.

Roseau: The Ministry, [199?]. iv, 66 p. [See Record 078 for abstract]

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112 Forde, George J. Educational planning in the Eastern Caribbean: A strategic approach. Educational Media International,

25 (3): 186-191, Sep. 1988. 113 Forde, George J. Implementation report: Organisation of Eastern Caribbean States (OECS) Education Reform Strategy.

Castries: OECS, 1994. [vi], xxiv, 128, [29] p. The major objective of the OERS is to strengthen the capacity of member states to work collaboratively, in order to improve equal access to quality and relevant basic education in an equitable and efficient manner. This implementation plan is based on recommendations from the work of senior education managers in the OECS, as well as significant country consultations and a wide review of the available literature on education reform. It is organized around 12 interrelated projects or major areas of focus: 1) Upgrading the primary school plant; 2) Expansion and upgrading of secondary school plant; 3) Staff development: Teachers, Principals, Ministry officials; 4) Curriculum development/Monitoring; 5) Development of Teacher Resource Centres; 6) Management and coordination of TVET, Adult and Continuing Education; 7) Tertiary education development; 8) Systematic student assessment; 9) Establishment of OECS Education Reform Unit; 9) Development of distance education; 11) Harmonization of legislation (education) in OECS member states; and 12) Development of an EMIS for the OECS. 114 OECS The role of pre-vocational education in the secondary schools in OECS countries: Policy, planning and

implementation. Castries: OECS Secretariat, 1988. [n.p.]. 115 Pierre-Louis, Alex Commonwealth of Dominica project for renovation and reorganisation of Clifton Dupigny College -

Master Plan. Roseau: Ministry of Education, 1992. 155 p. 116 Sabaroche, Herbert F. Planning technical and vocational education and training with reference to Dominica. M.A., University

of London. Institute of Education, 1987. [n.p.].

EDUCATIONAL POLICIES 117 Dominica. Ministry of Education Policy paper on the Junior Secondary Education Programme. Roseau: The Ministry, 1981. [n.p.]. This document outlines the reasons for the Junior Secondary Education Programme and describes its format. The programme consists of three parts with vocational education being a major component. The objective of the curriculum is to promote self-development and socio-economic development in the general community. In order to achieve this, programme activities are linked to socio-economic planning at the national level.

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118 Goldberg, Nicholas Concerns of tutors of the Dominica Teachers' College of the proposed amalgamation with the Clifton

Dupigny Community College. [S.l.: s.n.], 1992. [n.p.]. 119 Harden, Enid C. Strategies for the transfer of School of Nursing activities into a college type approach to nursing and

other health training activities. [S.l.]: PAHO, 1987. [n.p.]. 120 Kamau, Macharia; Sabatini, Fabio "I did not finish school, school finished with me." Preparing today's children for 21st century life.

Bridgetown: UNICEF CAO, 1997. 10 p. (UNICEF Caribbean Area Office. Working Papers; No. 9) [See Record 004 for abstract] 121 Layne, Kingsley Draft public service training and staff development policy for OECS Member Countries. St. John's:

OECS Economic Affairs Secretariat, 1985. 47 p. This policy aims to provide a systematic, integrated approach to training and staff development that would facilitate personnel and organizational growth, and contribute to the attainment of the goals of the governments of the OECS member countries. It recommends that training and staff development should form an integral part of the state's development plans and management policies, and describes expectations from training. It links training with the governments' development efforts at both sectoral and national levels. It concludes that to be effective, the policy should be constantly reviewed and that training should be a continuous exercise if it is to act as the locomotive for an enlivened public service. 122 Levin, Benjamin Education policy and management challenges in the Eastern Caribbean. 12 p. Paper prepared for the

Symposium on Outside Views of Education in the Eastern Caribbean, Victoria, Canada, Jun. 1990. [See Record 079 for abstract] 123 Levin, Benjamin Reflections on educational policy challenges in the eastern Caribbean. Canadian Journal of Development

Studies, 12 (2): 371-386, 1991. Although there has been considerable development in the field of education in the EC, the countries of the sub-region continue to face very major challenges in the area of educational policy. After identifying some of these, the article argues that the resolution of these dilemmas will require significant changes from current models and practices, both from an educational and managerial standpoint. A brief sketch of some of these, and some comments on the difficulties in moving in this direction are included.

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124 OECS The role of pre-vocational education in the secondary schools in OECS countries: Policy, planning and

implementation. Castries: OECS Secretariat, 1988. [n.p.]. 125 Organization of American States. Division of Planning, Research and Studies of Education Educational profile: Dominica, 1985. Washington, D.C: OAS, 1985. v, 23 p. (Educational Profiles of the

Caribbean Countries) [See Record 105 for abstract] 126 Sabaroche, Herbert F. The OECS policy and initiatives for technical and vocational education and training. In Policy and

planning for vocational education and training: Report of a sub-regional training workshop (pp. 178-204). Paris: International Institute for Educational Planning, 1994.

127 Stuart, Stephanie Dominican Patwa: Mother tongue or cultural relic? International Journal of the Sociology of Language,

102: 57-72, 1993. This article questions whether Patwa will survive as a living language in these "modern" times. Despite the efforts of language campaigners, Patwa loses ground to English in the informal sphere. The only way to maintain Patwa's importance in the culture of Dominica is to include it in the school syllabus.

EDUCATIONAL PROJECTS 128 Brown, Gerald R.; Halliday, Joseph Jacob Feasibility study on the development of a regional Curriculum Development and Materials Production


[See Record 034 for abstract] 129 Canadian Organization for Development through Education Eastern Caribbean Primary Textbook Project. Ottawa: CODE, 1987. 47 p. This document provides details of a project to provide primary school texts and teacher manuals in mathematics, social studies, science, language arts, and reading. It was expected to provide approximately 1.6 million texts in 97 titles to 94,500 students and 2,950 teachers, and to become self-sustaining. 130 Dominica. Ministry of Education. Testing and Measurement Unit Secondary Education Support Project: Dominica baseline studies - Initial report. Roseau: The Ministry,

1999. [n.p.]

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131 Dominica. Preschool Education Project Report for period September 1986 - July 1987. Roseau: The Project, 1987. 16 p. [See Record 059 for abstract] 132 Hays, Frances, ed. Program overview: Education and human resources development - Latin America and the Caribbean,

1992. Washington, DC: USAID, 1992. v, 41 p. This program overview introduces the education and human resource development activities carried out by the Education and Human Resources Division and the individual USAID missions in the Latin American and Caribbean (LAC) region. The Commonwealth Caribbean countries included are the countries of the EC and Jamaica. The report presents: 1) overall USAID strategy for assistance in basic education in the LAC region and brief synopses of the projects in each country; 2) USAID projects in vocational training and management education throughout the region; 3) summaries of all recent or current projects in each sub-sector with information on duration, funding levels, and activities, and 4) information on two region-wide participant training programmes--the Caribbean and Latin American Scholarship Program and the Advanced Developing Countries Training Program. 133 Hobbs, Wesley W.; Briggs, Lloyd D.; St. Germain, John Eastern Caribbean states: Staff appraisal report: Fourth Caribbean Development Bank: Regional

Vocational and Technical Education Project. Washington, DC: World Bank, 1987. 71 p. (Report No.6490-CRG)

134 Miller, Errol L. Internal evaluation of the Comprehensive Teacher Training Project in Dominica, Grenada and St.

Vincent and the Grenadines. Winnipeg: OCOD Board, 1992. [n.p.]. (Consultancy Report) 135 Pierre-Louis, Alex Commonwealth of Dominica project for renovation and reorganisation of Clifton Dupigny College -

Master Plan. Roseau: Ministry of Education, 1992. 155 p. 136 Sangster, Alfred The Multi-Island Educational Development Project: An educational development project of the

governments of the Eastern Caribbean through the United Nations Development Programme: A preliminary assessment and proposals for future development. Bridgetown: UNDP, 1986. 32 p.

This document identifies the achievements of the project as well as problems in implementation. Recommendations included the expansion of the project to more schools, and coordination with other initiatives in technical and vocational education at the national and regional levels.

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137 Some aspects of the educational programme of the Ministry of Education and Health, Dominica, in

cooperation with the Institute of Education, University of the West Indies. In R. M. Nicholson (Ed.), Report of Conference on Teacher Education in the Eastern Caribbean held at St. Kitts, April 19-23, 1971 (pp. 208-209). Mona: Institute of Education, UWI, 1971.

This paper provides information on the programmes and projects implemented by the Ministry of Education and Health, Dominica in 1971, and identifies projects for which assistance was required from the Institute of Education, UWI. 138 UNDP Education development and administration: Dominica - (Mission). Project findings and

recommendations. New York: UNDP, 1982. 11 p. 139 UNDP Multi-Island Educational Development: Eastern Caribbean - (Mission). Project findings and

recommendations. New York: UNDP, 1986. 25 p. 140 United Nations Population Fund; Pan American Health Organization Report on the UNFPA funded project: Health and Family Life Education and Family Planning Services.

[S.l.: s.n.], 1983. 10, [7] p. (DM 1/83/001) This report, for the period January 1984 to March 31st, 1984, covers activities in: a) health and family life education; b) youth education in health and family life education; c) post-partum and family planning services; d) family planning services, and e) production of mass media materials and the use of the mass media. 141 World Bank Staff appraisal report - Commonwealth of Dominica Basic Education Reform Project. Washington, DC:

World Bank, 1995. iv, 95 p. (14944-DOM) The Basic Education Reform Project has the overall objective of accelerating human resource development to ensure the development of the requisite manpower to attain the desired economic transition in Dominica. The project is intended to: a) strengthen the planning and institutional capacity of the Ministry of Education, Youth Affairs and Sports (MOE) to guide and carry out the long-term development of the sector, while enabling it to initiate significant, urgent measures to address system-wide qualitative problems and expansion needs at the secondary level; and b) serve as a catalyst for a major adjustment process, focused on revision to more reasonable levels of primary and secondary teacher to student ratios, in line with ratios of countries of comparable economic and social development. The project comprises three major components: 1) a strengthening management and planning component; 2) a qualitative improvement of basic education component, which will enhance the quality of teaching and learning; and 3) an expansion and conservation of school places component, which will assist MOE to provide more secondary school places in the most under-served districts, in order to reduce long distance travel and facilitate access to educational opportunities.

33

EDUCATIONAL PROVISION 142 Emmanuel, Patrick A. M. Problems of research and data collection in small islands without a social science faculty. International

Social Science Journal, 32 (3): 560-563, 1980. This article addresses the problems of research and data collection in Dominica, Antigua, Montserrat, St. Kitts-Nevis, Grenada, St. Lucia, and St. Vincent, all of which participate in UWI, but do not have campuses located within their boundaries. The history of colonial research, academic research, and post-independence research is reviewed. It is noted that many governments in these states are disinclined to support research that might produce data that is embarrassing to them, and it is costly and inconvenient for researchers at the UWI campuses to conduct research in them.

EDUCATIONAL PSYCHOLOGY 143 Polydore, Kay Merina A study of some Dominican adolescents' attitudes to school, with particular reference to attitudes to men

and women teachers. M.A., University of Leeds, 1975. 125 p. This study sought to discover Dominican students' attitudes to men and women teachers, their preference for teachers of a particular sex, and their general attitude to school. A questionnaire was used to collect data from a sample of 400 students from 4 secondary schools in Dominica (100 from each school). Results of the data analysis showed that: 1) there was no significant relationship between social class, previous school attended, attitude to certain subjects, age, and attitude to teachers; 2) there was a significant difference between the attitude to men and women teachers, with men being rated higher; 3) there was a significant difference between the single-sex and coeducational schools in their attitude to men teachers, with students of coeducational schools rating men teachers higher; 4) in three schools, Form 3 students gave significantly higher ratings to women than to men teachers; 5) there was no significant difference between the various age groups within schools, but in the upper forms of all the schools, the mean ratings for women were the lowest in the schools; 6) boys at the boys' school gave the lowest ratings to women teachers on the ability to keep order in the class, and girls at the girls' school gave women teachers the highest ratings on the same item; 7) when students had to express their preference for a particular sex of teacher, at least 75% of students of each school said it depended on the teacher; 8) in commenting on the schools, the three matters about which students were most vocal were punishment, the curriculum, and the material provision of the schools. They criticized not only teachers but also principals. They pointed out which teachers were unsuitable for teaching and felt that they ought to have a say in the hiring of teachers. 144 Richardson, Arthur G. Stress in teaching: A study of elementary school teachers in the Caribbean. Bulletin of Eastern Caribbean

Affairs, 21 (3): 1-8, 1996. The goal of this study was to discover the sources of stress in primary school teachers in the Caribbean. It sought to answer three questions which focused on teachers' perceptions of: a) the most stressful classroom activity/condition; b) differences in sources of stress between male and female teachers; and c) differences in sources of stress among teachers across eight Caribbean territories. The subjects were 645 primary school teachers (310 males and 335 females) from 8 Caribbean territories--Antigua (63), Barbados (103), British

34

Virgin Islands (40), Dominica (113), Grenada (67), Montserrat (65), St. Kitts (93), and St. Vincent (101). Data were collected using a Teacher Stress Inventory which contained seven scales: role ambiguity, role stress, organizational management, job satisfaction, life satisfaction, task stress, and supervisory support. Task stress emerged as the major source of stress for the teachers. Male teachers showed higher levels of stress on role stress and life satisfaction. Differences emerged among territorial sub-samples on two of the seven measures: organizational management and supervisory support. On the organizational management measure, teachers from St. Vincent and Barbados scored higher than their counterparts in Montserrat and Dominica; Vincentian teachers achieved a higher score on this measure than their peers in the British Virgin Islands and Grenada. With respect to supervisory support, teachers from Antigua, Barbados, St. Vincent, and St. Kitts indicated the highest levels of stress.

EDUCATIONAL QUALITY 145 Conference of Commonwealth Education Ministers (11th) Agenda item 2: Improving the quality of basic education. v. 3: Country papers. London: Commonwealth


[See Record 023 for abstract] 146 Country summaries: Dominica. In The state of education in Latin America and the Caribbean, 1980-1994

(pp. 254-270). Santiago: UNESCO, 1996. [See Record 013 for abstract] 147 Fergus, Howard A. The challenge of educational reform in microstates: A case-study of the Organization of Eastern

Caribbean States. Prospects, 21 (4): 561-571, 1991. [See Record 009 for abstract] 148 Kamau, Macharia; Sabatini, Fabio "I did not finish school, school finished with me." Preparing today's children for 21st century life.

Bridgetown: UNICEF CAO, 1997. 10 p. (UNICEF Caribbean Area Office. Working Papers; No. 9) [See Record 004 for abstract]

EDUCATIONAL REFORM 149 Charles, Hubert J. Organisation of Eastern Caribbean States (OECS) Education Reform Strategy: Report on country

consultations and work plan. Bridgetown: CARNEID Coordinating Centre, 1992. [i], 43 p.

35

[See Record 109 for abstract] 150 Education Reform Working Group Foundation for the future: OECS Education Reform Strategy. Castries: OECS Secretariat, 1991. [iii],

113, [11] p. (Chairman: Errol Miller) This report is divided into two main sections: a) a description of the existing state of education in the sub-region, as well as the objectives and processes used in generating the reform strategy, and b) a detailed listing and description of the strategies, presented in nine categories: 1) Harmonising OECS education systems; 2) Early childhood education; 3) Primary education; 4) Secondary education; 5) Tertiary and adult education; 6) Terms and conditions of service of teachers; 7) Management and administration of education; 8) Financing of education, and 9) Process of reform. 151 Fergus, Howard A. The challenge of educational reform in microstates: A case-study of the Organization of Eastern

Caribbean States. Prospects, 21 (4): 561-571, 1991. [See Record 009 for abstract] 152 Forde, George J. Implementation report: Organisation of Eastern Caribbean States (OECS) Education Reform Strategy.

Castries: OECS, 1994. [vi], xxiv, 128, [29] p. [See Record 113 for abstract] 153 Gill, Muriel Reform of secondary education for the OECS. La Educacion, No. 107, 1992, pp. 37-52. This paper discusses the importance of secondary education in producing adolescents who are well equipped with academic, technical, and vocational training in order to better participate in the scientific and technological changes in society. It suggests changes which need to be made in the education system in the region in order to ensure that all young people in the EC will be able to secure their "rights of passage" to a society which allows equal rights and justice, and participation in societal change, both at the present and in the future. 154 Richardson, Arthur G. Future directions of primary education in the Organization of Eastern Caribbean States (OECS). La

Educacion, No. 107, 1992, pp. 1-18. Based on an assessment of the existing system of primary education in the EC, this study proposed areas for reform and re-consideration. These include educational resources, the learning environment, class size, classroom management and organization, curriculum, foreign language teaching, and teacher training.

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155 Shillingford, Daniel J. Rationalization of the Junior Secondary Programme: Retrospect and prospect. Roseau: Ministry of

Education and Sports, 1991. ii, 26 p. [See Record 106 for abstract] 156 Sutton, Leroy A. Reform strategy for primary education in the Organization of Eastern Caribbean States. La Educacion,

No. 107, 1992, pp. 19-35. This paper attempted to identify the shortcomings of primary education in the EC, and outlines a possible programme to address these shortcomings. It suggests that two of the most serious problems faced are student to faculty ratio, and the lack of a policy concerning the "total development" of the student. Recommendations are made for reform in several areas including teacher training, curriculum development, transition from primary to secondary school, record keeping, and the development of pastoral care programmes. 157 Wilson, David N. Reform of technical-vocational education. La Educacion, No. 107, 1990, pp. 77-115. This paper analyzes reforms in technical/vocational education (TVE) since World War II, in order to suggest directions worthy of consideration by the OECS member states. It examines the literature on the nature of reforms in the context of policy formulation, planning, implementation, and evaluation, in addition to the economic, financial, curricular, and resource implications of educational reform. The paper proposes the use of centralized TVE curriculum development modes and locally generated research in policy formulation and planning. 158 World Bank Staff appraisal report - Commonwealth of Dominica Basic Education Reform Project. Washington, D.C.:

World Bank, 1995. iv, 95 p. (14944-DOM) [See Record 141 for abstract]

EDUCATIONAL STATISTICS 159 Dominica. Central Statistical Office Education statistics. Roseau: Central Statistical Office, 1994- .(Irregular; no. 2, 1997) 160 Dominica. Central Statistical Office Statistical digest. 1965- . (Irregular)

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161 Organization of American States. Division of Planning, Research and Studies of Education Educational profile: Dominica, 1985. Washington, D.C: OAS, 1985. v, 23 p. (Educational Profiles of the

Caribbean Countries) [See Record 105 for abstract]

EDUCATIONAL TECHNOLOGY 162 Genthon, Magdilen Rena Needs assessment for computer literacy for students and teachers in the public high schools in Dominica.

M.A., University of the Virgin Islands, 1993. iv, 128 p. [See Record 038 for abstract] 163 Ugboma, Eghosa The need for computer-based information systems in the administration of community colleges in the

English-speaking Eastern Caribbean states: A survey study. D.B.A., University of Sarasota, 1997. 157 p. [See Record 074 for abstract]

ENVIRONMENTAL EDUCATION 164 Christian, Colmore S.; James, Arlington A.; Charles, Ronald Environmental education in the Commonwealth of Dominica, especially as it relates to parrot

conservation. Environmental Conservation, 21 (4): 361-364, Winter 1994. 165 Dominica National Commission for Unesco Environmental education workshop, Roseau, Dominica, July 14-18, 1986: Final report. Roseau: The

Commission, 1986. ii, 80, [viii] p.

HEALTH AND FAMILY LIFE EDUCATION 166 Dominica. Ministry of Health; World Health Organization Commonwealth of Dominica - National AIDS prevention and control medium-term plan (1988-1991).

Roseau: Ministry of Health, 1988. 53 p.

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167 Inter-Agency Working Group; Pan American Health Organization. School Health and Family Life Education Project Core curriculum guide for strengthening health and family life education in teacher training colleges in


[See Record 040 for abstract] 168 James, Dorothy F. T. Proposal strategy for implementation of health and family life education in secondary schools in

Dominica. Roseau: Ministry of Health, 1987. 7 p. 169 Pan American Health Organization. Caribbean Program Coordination Guidelines for evaluating school, health and family life education in Eastern Caribbean countries. St.

Michael, Barbados: Caribbean Program Coordination, 1991. 2 vols. (Vol. 1 - Formative evaluation; Vol. 2 - Summative evaluation)

170 UNICEF Survey of "Life Skills" programmes in Eastern Caribbean schools. Bridgetown: UNICEF, 1993. 13, [8] p. [See Record 047 for abstract] 171 United Nations Population Fund; Pan American Health Organization Report on the UNFPA funded project: Health and Family Life Education and Family Planning Services.

[S.l.: s.n.]. 1983. 10, [7] p. (DM 1/83/001) [See Record 140 for abstract]

HIGHER EDUCATION 172 Bowman, Hilary Lawrence A critical appraisal of the availability of tertiary/university level education in the Organization of

Eastern Caribbean States. Ph.D., Union Institute, 1999. 127 p. [See Record 007 for abstract] 173 Caribbean Development Bank Loan agreement (student loan scheme) (second loan) between Caribbean Development Bank and

Dominica and National Commercial and Development Bank (Aid Bank Subsidiary). Bridgetown: CDB, 1977. [n.p.].


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174 Caribbean Development Bank Loan agreement between Caribbean Development Bank and the state of Dominica and the Dominica

Agricultural and Industrial Development Bank (student loans for higher education). Bridgetown: CDB, [19??]. [n.p.].

[See Record 092 for abstract] 175 Dominica. Tertiary Education Task Force Report. [Roseau]: The Task Force, 1993. 103 p. (Chairman: Thomas Henderson) The Task Force for Tertiary Education in Dominica was appointed in 1991 to: 1) determine the goals and objectives of the Clifton Dupigny Community College; 2) examine the issues associated with the proposed restructuring of the College; 3) advise on the restructuring of the College, and 4) propose a management structure for the College following guidelines presented in the Draft Education Sector Plan. The Task Force reviewed a wide range of tertiary education related reports, policy papers and other documents. Individual and group interviews were conducted with administrative and operational staff of tertiary and related institutions, current and past students of the College, employers of College graduates and relevant others. This report analyzes the existing management structure, programmes, conditions of service and policies of the Academic and Technical Studies Divisions of the Clifton Dupigny Community College, the School of Nursing and the Teachers' Training College. 176 Goldberg, Nicholas Concerns of tutors of the Dominica Teachers' College of the proposed amalgamation with the Clifton

Dupigny Community College. [S.l.: s.n.], 1992. [n.p.]. 177 Grell, Gerald A. C. The University of the West Indies and the Eastern Caribbean islands. [S.l.: s.n.], 1993. vi, 67 p. [See Record 055 for abstract] 178 Harden, Enid C. Strategies for the transfer of School of Nursing activities into a college type approach to nursing and

other health training activities. [S.l.]: PAHO, 1987. [n.p.]. 179 Nicholson, R. M. Educational development in the Eastern Caribbean: Primary, secondary and tertiary levels, 1966-1977.

Bulletin of Eastern Caribbean Affairs, 4 (3): 24-28, 1978. [See Record 080 for abstract]

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180 OECS Central Secretariat Report on phase one and two (conceptualisation, country consultations and workshop deliberations) of

the tertiary education and TVET sector survey, including a proposal for a data system. Castries: OECS, 1993. [150] p.

181 Peters, Bevis Franklin The emergence of community, state and national colleges in the OECS member countries: An

institutional analysis. Cave Hill: ISER (EC), UWI, 1993. 96 p. (ISER EC Monograph Series; No. 2) [See Record 081 for abstract] 182 Pierre-Louis, Alex Commonwealth of Dominica project for renovation and reorganisation of Clifton Dupigny College -

Master Plan. Roseau: Ministry of Education, 1992. 155 p. 183 Reid, Una Viviene Guidelines for the transfer/transition of diploma nursing education into Health Sciences Centres. [S.l.]:

PAHO, 1983. [n.p.] 184 Roberts, Judy Development of a distance education network in the OECS: Feasibility study. Filling a gap in a way that

makes sense. Vancouver: Commonwealth of Learning, 1992. 41 p. (Report of a consultancy to the Commonwealth of Learning)

[See Record 057 for abstract] 185 Ross, Bertram Hudson The applicability of the American two-year college model to the Organization of Eastern Caribbean

states. Ph.D., Ohio University, 1995. 300 p. [See Record 071 for abstract] 186 The University of the West Indies. Office of University Services, Eastern Caribbean Effective management and leadership of tertiary level institutions in non-campus countries of the Eastern

Caribbean. 92 p. Paper prepared for the Workshop for Senior Level Personnel in Tertiary Level Education Systems, Bridgetown, Barbados, 25-26 Jun., 1987.

[See Record 073 for abstract] 187 Ugboma, Eghosa The need for computer-based information systems in the administration of community colleges in the

English-speaking Eastern Caribbean states: A survey study. D.B.A., University of Sarasota, 1997. 157 p.

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HISTORY OF EDUCATION 188 Dominica Grammar School centenary commemoration, 1893-1993: Souvenir magazine. Dominica:

Centenary Commemoration Committee, 1993. 98 p. This commemoration magazine attempts to capture the spirit of the Dominica Grammar School (DGS), which has made outstanding contributions to the social and economic development of Dominica. Many of the articles were specially researched and written for the magazine, but in an attempt to illustrate the true spirit of the DGS during the early and middle years, a few interesting articles have been reproduced from DGS magazines during the period 1950-1987. 189 Hadley, C. V. D. Report on the Windward Islands educational survey 1953-1954. Kingstown: Vincentian Publishing Co.,

1954. 70 p. 190 Hammond, Stanley A. Education in Dominica: Memoranda by S. A. Hammond, Educational Adviser to the Comptroller.

Bridgetown: Advocate Co., 1944. 55 p. 191 Hammond, Stanley A. Education in the Windward and Leeward Islands. Report of the Education Commissioner in the

Windward and Leeward Islands. Port of Spain: [s.n.], 1940. 115 p. 192 Magloire, Juliana T. Education and Dominica's development (An historical survey). St. Augustine: UWI, 1975. [n.p.].

(Caribbean Studies Paper)

LANGUAGE EDUCATION 193 Carrington, Lawrence D. Deviations from Standard English in the speech of primary school children in St. Lucia and Dominica: A

preliminary survey. International Review of Applied Linguistics in Language Teaching, 7 (3): 165-184, 1969; 7 (4): 259-281, 1969.

This paper intends to present those non-standard features of the speech of school children in St. Lucia and Dominica which fall into readily recognizable patterns on examination of a restricted sample of recorded speech. The corpus comprised the tape recorded speech of 59 children--37 St. Lucian and 22 Dominican, from 9 different schools--6 in St. Lucia and 3 in Dominica. All the recorded material was transcribed phonetically. It was assumed that the informants were speaking what in their estimation was English. All items which were not acceptable as being consistent with the requirements of Standard English in the

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particular contexts were extracted and separately noted. The items were then grouped according to type and patterns of deviation established. 194 Monelle, Patricia M. A preliminary investigation into the incidence of Creole forms in the written expression of primary

school students in Dominica. M.Ed., University of Alberta, 1980. xiv, 291 p. This study sought to investigate the influence of French Creole and Creole English on the written expression of primary school students in Dominica. Data, consisting of morphological, syntactical, lexical, and spelling errors which seemed compatible with Creole speech in Dominica, were obtained from the written compositions of 81 sixth graders, drawn from two schools in the Roseau area. The recorded errors were analyzed quantitatively and linguistically under the headings of morphology, syntax, lexis, and phonology. A wide range in the frequency and distribution of the error types was observed. Some Creole features appeared only infrequently, while others were present in the scripts of almost two thirds of the sample. Errors in prepositional usage, verb morphology (the past tense and past participle -ed suffix), and verb tense formation were the most numerous and widely distributed. Though a few students demonstrated ability to sustain standard usage in their written language, the majority seemed to alternate between standard and non-standard forms. It was concluded that some of the difficulty experienced by Dominican students with English as a school subject might be related to the Creole forms which characterize their ordinary speech. 195 Nwenmely, Hubisi Kweyol language teaching in the Caribbean and the UK. Ph.D., Reading University, 1994. [n.p.]. This study explored the teaching of Kweyol in the EC and in classes in London. It was situated within the framework of critical ethnography and set out to explore the author's perceptions that the study of language was inextricably linked with the assertion of cultural identity. It used a multi-strand approach and drew on a variety of methods of data collection. A description of language in the Caribbean and the Kweyol speech community in the United Kingdom (UK) provided a backdrop for a discussion of the origins and development of the classes. Language use and attitudes in the Caribbean were examined before a discussion of the Kweyol speech community in the UK. Attention was focused on reasons why students attended the classes, looking not only at the opportunities which were afforded for improving language and literacy skills, but at the social benefits and at the ways in which feelings of pride and cultural identity were reinforced. An exploration of the resources supporting written Kweyol looked in detail at issues such as language standardization, the development of the Kweyol writing system, and the production of materials such as dictionaries and grammars to support the teaching of the language in both the Caribbean and the UK. The study also considered questions of assessment and accreditation, including the purpose of assessment; the different forms of language assessment schemes in use; and the reasons why some students attending the Kweyol classes wished to be accredited for their learning. The findings underlie the central role which Kweyol language and culture play in defining students' identity and point to the wide range of challenges involved in the teaching of the language. 196 Stuart, Stephanie Dominican Patwa: Mother tongue or cultural relic? International Journal of the Sociology of Language,

102: 57-72, 1993. [See Record 127 for abstract]

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LITERACY 197 Browne, Mike Literacy in the Eastern Caribbean. Bulletin of Eastern Caribbean Affairs, 16 (3): 26-31, Jul. 1990. This article identified several educational programmes in the EC and analyzed the efficiency of these programmes as they attempted to reach persons who had not been able to profit from earlier educational opportunities. It identified one of the reasons for the growing illiteracy rate as the increase in standards of living, science and technology. It was suggested that governments needed to pay more attention to the development of literacy programmes and to make efforts to eradicate some of the problems facing nonformal education systems. 198 Burton-James, Alexandra; Jules, Didacus Community based initiatives in the Caribbean: Country report - Dominica. Castries: NRDF, 1990. 116 p. This survey of community-based literacy initiatives in Dominica, which was conducted in 1987, identified 14 operational projects which were all rural-based. The main objectives of the projects were the acquisition of reading and writing skills, and civic/political participation. Projects were well dispersed geographically but the number participating was small compared to the estimated number of illiterates. Sixty five percent of the learners were female. Projects experienced difficulty in mobilizing adult illiterates although a wide range of promotion activities was undertaken. A country update in 1989 indicated, among other changes, a large increase in the number of projects, broadening of objectives, and a decrease in the female:male participant ratio. 199 Country summaries: Dominica. In The state of education in Latin America and the Caribbean, 1980-1994

(pp. 254-270). Santiago: UNESCO, 1996. [See Record 013 for abstract] 200 Crawford, A. N. Literacy in Dominica: A joint publishing project. Reading Today, 9 (4): 39, Feb/Mar. 1992. [See Record 014 for abstract] 201 Dominica. Ministry of Education Survey to assess the rate of illiteracy and characteristics of illiterates in Dominica. Roseau: The

Ministry, [19??]. 3 p. This survey sought to obtain reasonably accurate statistical data on illiteracy in Dominica, as well as information concerning the population's preferred reading material, access to reading material, and general information on adult education. This information was intended to assist the government in obtaining funds to tackle the illiteracy problem.

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202 Dominica. Ministry of Education. Adult Education and Audio Visual Service Proposal for survey on rate of illiteracy. Roseau: The Ministry, [198?]. 3 p. This proposal for a survey to assess the rate of illiteracy and characteristics of illiterates in Dominica outlines its objectives, and gives a brief description of the project, its timing, and cost. 203 Jules, Didacus A review of community based literacy initiatives in the Caribbean in the 1980s. Castries: NRDF, 1990.

18, viii p. This paper reports on a survey of community-based literacy initiatives that was conducted in 1987 on the initiative of CUSO and with the collaboration of the National Research and Development Foundation (NRDF) and the Caribbean Regional Council for Adult Education (CARCAE). The results of the survey were updated at a workshop of the Regional Literacy Network held in Dominica in September 1989. The survey identified 46 literacy projects in the six countries covered, that were either established or in the process of being set up: Belize - 6 projects; Dominica - 14 projects; St. Lucia - 10 projects; and St. Vincent - 16 projects.

MANAGEMENT EDUCATION 204 Lawrence, Theodoris Dominican rural women's interest in marketing education. M.S., West Virginia University, 1994. v, 55 p.

MATHEMATICS EDUCATION 205 Blondel, Ezra Mathematics as a barrier to learning science and technology among girls in Dominica. In Ved Goel &

Leone Burton (Eds.), Mathematics as a barrier to the learning of science and technology by girls: Report of a conference. London: Commonwealth Secretariat, 1996.

206 Brown, Anthony Issues in 'multi-ethnic education'. Mathematics Teaching, 120: 8-10, Sep. 1987. This article discusses the problem of using investigative work in mathematics for student teachers at the teachers' college in Dominica. Part of the problem encountered involved finding ways of helping teachers to prepare themselves for teaching in a situation where the fluent use of English among the students could not be assumed. 207 Brown, Anthony Teaching in Dominica. Mathematics Teaching, 108: 30-31, Sep. 1984. This article briefly discusses some of the problems encountered by teachers in Dominica, with particular reference to mathematics teachers. A major problem identified is the question of the language of instruction

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in a country where Standard English is the official language, but French patois is the language of daily communication among both teachers and students. 208 Petty, Osmond Student teachers' ability to define and produce varied examples of geometric concepts: Some Caribbean

findings. Research in Education, No. 49, May 1993, pp. 63-73. Student teachers in teachers' colleges in the EC appeared to be deficient in their ability to identify the relevant attributes of certain geometric concepts. The purpose of this study was to determine the extent to which student teachers, who had attained satisfactory entry-level qualifications in mathematics, could define geometric terms which are commonly found in the mathematics curriculum of primary schools, and draw varied illustrative examples of the concepts.

NUTRITION AND HEALTH 209 Durbrow, Eric Hunt School performance and behavior problems of Caribbean children: Associations with pediatric risk and

growth, home conditions and temperament. Ph.D., University of Missouri – Columbia, 1993. 158 p. [See Record 001 for abstract] 210 Grell, Gerald A. C.; Desai, Patricia; Serjeant, Graham R.; Muller, R. Anthropometric measurements of school children in Dominica, West Indies. Annals of Tropical

Paediatrics, 1 (4): 241-243, Dec. 1981. 211 Wit, J.; Clarendon, Hannah; Etheinne, Peter Novel school feeding project in Dominica well received. Cajanus, 24 (2): 69-72, 1991. (Adapted from

the report of a 1986 evaluation mission by Dr. J. M. Wit, in collaboration with Mrs. Hannah Clarendon, Food and Nutrition Council, and Mr. Peter Etheinne, Project Manager)

This article describes a novel school feeding programme which was implemented in Dominica in the early 1980s by the Food and Nutrition Council, with support from NOVIB, a private organization's food aid programme based in the Netherlands, and from other agencies such as UNICEF and the Organization of American States (OAS).

PRIMARY EDUCATION 212 Canadian Organization for Development through Education Eastern Caribbean Primary Textbook Project. Ottawa: CODE, 1987. 47 p. [See Record 129 for abstract]

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213 Caribbean Development Bank Grant agreement (Caribbean Educational Development Project) and (Basic Human Needs - Employment


[See Record 086 for abstract] 214 Country summaries: Dominica. In The state of education in Latin America and the Caribbean, 1980-1994

(pp. 254-270). Santiago: UNESCO, 1996. [See Record 013 for abstract] 215 Nicholson, R. M. Educational development in the Eastern Caribbean: Primary, secondary and tertiary levels, 1966-1977.

Bulletin of Eastern Caribbean Affairs, 4 (3): 24-28, 1978. [See Record 080 for abstract] 216 Richardson, Arthur G. Future directions of primary education in the Organization of Eastern Caribbean States (OECS). La

Educacion, No. 107, 1992, pp. 1-18. [See Record 154 for abstract] 217 Sutton, Leroy A. Reform strategy for primary education in the Organization of Eastern Caribbean States. La Educacion,

No. 107, 1992, pp. 19-35. [See Record 156 for abstract]

PROFESSIONAL TRAINING 218 Clarke, Desmond C. Conceptions of effective staff development: A Caribbean perspective. Caribbean Journal of Education,

17 (1): 1-24, Apr. 1995. (Also presented at the Annual Meeting of the National Reading Conference, Miami, USA, 27 Nov. - 1 Dec. 1990)

This study focused on EC primary teachers' perceptions of the principles, activities, and delivery strategies that should inform staff development efforts to meet their professional needs. In particular, the research sought to establish whether, given the sharp contextual differences between the EC and the developed countries where most of the published research has been done, there was a corresponding difference in teachers' perceptions of the principles and practices of effective staff development. The major goal of the research was to obtain insights to guide actual staff development initiatives in the EC.

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219 Clarke, Desmond C. The perceptions of primary school teachers in the Eastern Caribbean, of the organisation of staff

development to meet their needs in the teaching of reading. Ph.D., Pennsylvania State University, 1989. 278 p.

This study investigated the effect of teaching experience, professional training, and grade level taught on the perception of primary school teachers in the EC with respect to: a) their needs for inservice training in the teaching of reading; b) the principles which should inform staff development initiatives to meet their perceived reading needs; and c) the staff development activities and delivery strategies which should be used to implement the staff development initiatives. Two instruments, the Reading Perceptions Questionnaire and the Staff Development Instrument were developed and used to collect data. The main findings were that: 1) beginning teachers perceived themselves as having significantly greater reading needs than mid-career and experienced teachers; 2) the perceptions of mid-career and experienced teachers were not significantly different; 3) irrespective of the independent grouping variable used, the teachers highly endorsed the participatory approach to staff development embedded in the Staff Development Instrument; 4) professional training was the only independent variable that produced a significant between-group difference with respect to staff development principles; 5) there was a significant positive rank correlation for staff development activities which emphasized practical activities and modelling; and 6) there was a significant positive correlation for using a team approach to organizing and development. 220 Edwards, Terry C. Role of the Training Unit and institutional development in OECS Member States. St. John's: OECS

Economic Affairs Secretariat, 1984. 32 p. This document presents a strategy and programme intended to enable the Training Unit of the Economic Affairs Secretariat of the OECS to achieve the specific institutional development objectives of its sub-regional Development Training Programme, through the use of its Training Officers. It sets out a plan for the Training Officers which would strengthen the capability of the Establishment or Training Divisions at the national level in the OECS to carry out organizational development and training activities. Activities which could be incorporated into the Training Unit's organizational development role are identified. Proposals are advanced for strengthening the Training Unit by programming for the development of skills and techniques which would impact on the unit's role within the OECS. 221 Hurwitz, Alan; James, Eligh; Van Tijn, David OECS regional development training programme: Final evaluation report. St. John's: OECS Economic

Affairs Secretariat, 1985. 75 p. This report evaluated the achievements of the project which was aimed at improving productivity in the public sector. It reported significant improvement in government performance in five of the seven OECS countries. The project contributed to an increased demand for training in the civil service, and the development of more training units. Recommendations were made for the continuation of the OECS Economic Affairs Secretariat Training Unit and the creation of a skills database.

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222 Joseph, Mamah Managing professional development for primary school teachers in Dominica. M.Ed., University of

Huddersfield, 1998. [n.p.]. 223 Layne, Kingsley Draft public service training and staff development policy for OECS Member Countries. St. John's:

OECS Economic Affairs Secretariat, 1985. 47 p. [See Record 121 for abstract] 224 OECS Economic Affairs Secretariat. Training Unit Managing the training function. St. John's: OECS Economic Affairs Secretariat, 1984. 303 p. The material in this manual supports and supplements the conduct of the Public Service Training Programmes, by providing background readings, review materials, and extensions to the ideas and concepts presented during the sessions. The purpose of the programme was to equip participants with the knowledge and skills required to manage Training Divisions/Departments of the Public Service. It contains material on the following topics: Overview and Appraisal of the Training Function; Role and Responsibilities of the Training Manager; Organising and Staffing of Training; Presenting and Selling Training; Costing and Budgeting for Training; and Budgeting and Training Evaluation Techniques. 225 Reid, George Report on survey of training needs for planning officials in the Eastern Caribbean. Port of Spain:

UNECLA. Office for the Caribbean, 1981. 31 p. (CDCC/PWG:T/81/1) At the Second Meeting of Planning Officials of Caribbean Development and Cooperation Committee (CDCC) countries, which was held in Jamaica from 29 May - 2 June, 1980, it was agreed that there was a need to "analyse the actual situation of training in planning in the Eastern Caribbean in order to outline the basic orientation for the sub-regional and national courses in the future." It was proposed, therefore, that a survey be conducted of training needs for planners in the EC. This report of the survey was based on the consultant's visit to the seven countries--Antigua, Dominica, Grenada, Montserrat, St. Kitts-Nevis, St. Lucia, and St. Vincent--during the period 11 March - 3 April, 1981, when meetings were held with staff of the central planning agencies, Ministers responsible for those agencies, as well as with representatives of the Ministers of Finance, and of other Ministries responsible for the implementation of sectoral plans and policies. 226 Report of a consultation on education and training of community health aides and other health staff for

Antigua, Belize, Dominica, Grenada, Montserrat, St. Kitts-Nevis-Anguilla, St. Lucia and St. Vincent, Barbados, 12 and 13 March 1979. Bridgetown: [s.n .], 1979. 1 v. in various pagings. (Consultation on Education and Training of Community Health Aides and Other Health Staff, Bridgetown, Barbados, 12-13 Mar., 1979)

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RELIGIOUS EDUCATION 227 Hazell, Brenda S. The impact of the Caribbean Baptist Fellowship on Christian education ministries in the Windward

Islands with implications for its future role. Ed.D., New Orleans Baptist Theological Seminary, 1994. xii, 233 p.

Against the background of an examination of the effects of the multifaceted character of the Caribbean on the formation of the Caribbean Baptist Fellowship (CBF), this study describes Southern Baptist-related work in the Windward Islands of Dominica, St. Lucia, St. Vincent and the Grenadines, and Barbados. Selective narrative accounts of Christian education and related work are presented. Support roles of the two agencies of the CBF--Caribbean Christian Publications and the CBF Media Centre--are examined. The Sunday School training and writer workshops, and the production of Caribbean Bible Lessons by Caribbean Christian Publications were found to be significant. Baptist Identity materials developed by the CBF Media Centre emphasized the biblical truths which distinguish Southern Baptists from unrelated cult groups such as Shouter and Spiritual Baptists. Television programming and over 10 years of a weekly radio format contributed to the development of Christian education.The impact of the CBF on Christian education ministries is presented in 12 findings, of which the greatest impact was made by the indigenously produced Caribbean Bible Lessons used throughout the Caribbean, and particularly in the Windward Islands.

SCIENCE EDUCATION 228 Blondel, Ezra Mathematics as a barrier to learning science and technology among girls in Dominica. In Ved Goel &

Leone Burton (Eds.), Mathematics as a barrier to the learning of science and technology by girls: Report of a conference. London: Commonwealth Secretariat, 1996.

229 Brathwaite, Workeley E. Student conceptions in science. Ph.D., The University of the West Indies, Cave Hill, 1994. viii, 329 p. This study sought to identify the conceptions held by Caribbean secondary school students in selected areas of science, with the emphasis on ideas which differed from orthodox science. Data were collected from a sample of 874 students (422 - Barbados; 452 - Dominica) at three age levels (Forms 1, 3, and 5), and 10 teachers (6 - Barbados; 4 - Dominica) from 11 schools (6 - Barbados; 5 Dominica), using interviews and a survey questionnaire for the conception study; an observation schedule for study of classroom climate; and a simple pre-test, post-test design for analysis of learning outcomes. Divergent conceptions were found in all topics, most of them persisting to Form 5 level. Classroom climates were predominantly convergent, concerned with imparting "correct" ideas. Considering the level of divergent conceptions found, it did not appear the convergent teaching methods were generally highly effective, even for convergent purposes. Methods that encouraged divergence often did not produce lasting concept change either, but in two topics significant post-test gains were achieved, and the incidence of "correct" ideas was higher than obtained in the survey results. These methods also appeared to generate greater student self-reliance and critical thinking. The critical elements of strategy appeared to be careful diagnosis of student ideas, devising strategies appropriate to particular ideas, and extensive application of the idea to be learned.

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230 Dominica. Ministry of Education Report of Primary Science Workshop on the Process Approach. Roseau: The Ministry, 1987. 19 p. This report provides a summary of the papers presented by the Science Coordinator on 'Process versus Content in Science' and 'The Process Approach - philosophy, psychology and methodology.' Summaries of activities on the following topics in which participants were involved are presented: Matter, Properties of different materials, Nutrition, Sound, Reproduction, Electricity, Measurement, Drugs, and solvents. 231 Dominica. Ministry of Education and Sports. Education Division. Curriculum Development Unit Investigate Dominica: Primary & lower secondary teaching manual. 2. ed. Roseau: The Ministry, [19??].

[63] p. This is a collection of science lessons for the primary and lower secondary grades in Dominica which was prepared by teachers. The lessons, which are related to the natural and/or cultural environment in Dominica, are designed to encourage teachers to teach more science and to have students actively involved with the processes of science. 232 Dominica. Ministry of Education and Youth Affairs. Curriculum Development Unit Primary science: A curriculum guide. Roseau: The Ministry, 1996. [n.p.]. 233 Dominica. Ministry of Education and Youth Affairs. Curriculum Development Unit Report of the OECS Regional Science Camp at Springfield Centre for Environmental Protection,

Research and Education (SCEPYRE), August 19-26. Roseau: The Ministry, 1995. [n.p.]. 234 King, Winston K. The development of science education at the primary level in the Eastern Caribbean. In Judith F. Reay &

June M. George (Eds.), Education in science and technology for development: Perspectives for the 21st century (pp. 111-124). [S.l.]: International Council of Associations for Science Education, 1992. (ASETT/ICASE Caribbean Conference '91, St. Augustine, Trinidad, 27-30 Aug., 1991)

[See Record 042 for abstract] 235 King, Winston K. Science education in the Eastern Caribbean: Report on primary-level development. Caribbean Journal of

Education, 16 (3): 172-188, Sep. 1989. (Special Issue: Primary education in the Commonwealth Caribbean, ed. by Donald G. Wilson)

[See Record 043 for abstract] 236 Lance, R. S. Some aspects of science curriculum development, dissemination and implementation in the English-

speaking Caribbean with special reference to Dominica. M.Sc., University of Reading, 1984. [n.p.] [See Record 044 for abstract]

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237 Robinson, Belgrave O. Some problems of science teaching in the primary and all-age schools of Dominica. In The University of

the West Indies. Institute of Education. Report of Conference on Teacher Education in the Eastern Caribbean held at St. Lucia, April 14-17, 1969 (pp. 100-103). Mona: Institute of Education, UWI, 1969.

This paper highlighted some of the deficiencies of science teaching in primary and all-age schools in Dominica. These included: the lack of a suitable syllabus, teacher incompetence, lack of suitable textbooks and reference materials, and inadequate facilities. Assistance from the Institute of Education, UWI was required in the first three areas. 238 Walker, Esther E. Redesigning teacher preparation in the Eastern Caribbean - Science. In Arthur G. Richardson (Ed.),



SECONDARY EDUCATION 239 Dominica Grammar School centenary commemoration, 1893-1993: Souvenir magazine. Dominica:

Centenary Commemoration Committee, 1993. 98 p. [See Record 188 for abstract] 240 Dominica. Ministry of Education Improvement of secondary education: Policies, objectives, structures, content and methods. 15, x p.

Paper prepared for the International Conference on Education, 40th Session, Geneva, Switzerland, 1986. (Reply to questionnaire ED/BIE/CONFINTED/40/Q/85)

241 Dominica. Ministry of Education. Education Planning Unit Discussion paper - Secondary student and teacher projections 1997-2005. Roseau: The Ministry, 1998.

[n.p.]. 242 Dominica. Ministry of Education. Testing and Measurement Unit Secondary Education Support Project: Dominica baseline studies - Initial report. Roseau: The Ministry,

1999. 243 Dominica. Ministry of Education and Sports. Education Division. Technical and Vocational Education Unit Report of the 1993 Junior Secondary Programme assessment. Roseau: The Ministry, [199?]. [14] p. [See Record 020 for abstract]

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244 Eastern Caribbean Education Reform Project Student Attitude Survey research report. Castries: OECS Education Reform Unit, 1999. xvi, 88 p.

(Available: http://www.oeru.org/publications.htm) The Student Attitudes Survey was conducted to "better understand students' hopes, fears, aspirations and ambitions as well as their attitudes towards school work and their future lives." It represented an attempt to address widespread concern in the EC that youth are becoming increasingly disaffected and disengaged from school, and that schools and teachers do not have the capacities to prevent or overcome these problems. Data were collected through: (a) a questionnaire completed by 5,028 randomly selected secondary school students in the nine OECS countries; (b) ratings of those students' performance and behaviour by the teachers most familiar with them; and (c) more than 20 focus group discussions and qualitative interviews held in each country with parents, teachers, and out of school youth. The results of the survey showed that several factors have strong and consistent influences on OECS students' attitudes toward, and behaviour in, school. The two most important influences come from the most significant adults in their lives: their parents and their teachers. The analyses also showed that girls' experience in schools is more positive than boys': they like school more, have higher academic performance, and have less frequent behaviour problems. The results also suggest that students' attitudes and outcomes evolve over the secondary school period. It was concluded that the vast majority of students attending OECS schools enjoy school and see it as a means of improving their future. They want to work hard in school and are generally confident that they can succeed. 245 Fleming, William Gerald Secondary and adult education in Dominica. Toronto: Department of Educational Research, Ontario

College of Education, University of Toronto, 1964. ix, 46 p. (Ontario College of Education, University of Toronto. Department of Educational Research. Bulletin; no. 19)

246 Gill, Muriel Reform of secondary education for the OECS. La Educacion, No. 107, 1992, pp. 37-52. [See Record 153 for abstract] 247 Leo-Rhynie, Elsa Evaluation of the Junior Secondary Programme. Roseau: Ministry of Education, 1986. 99 p. 248 Nicholson, R. M. Educational development in the Eastern Caribbean: Primary, secondary and tertiary levels, 1966-1977.

Bulletin of Eastern Caribbean Affairs, 4 (3): 24-28, 1978. [See Record 080 for abstract] 249 OECS The role of pre-vocational education in the secondary schools in OECS countries: Policy, planning and

implementation. Castries: OECS Secretariat, 1988. [n.p.]

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250 Paul, Una M. School-related and non-school factors that impact negatively on Form 1 pupil performance at the

secondary level: Renovating structures, content and methods of secondary education. Bridgetown: UNESCO/CARNEID, 1997. 58 p.

This exploratory study covered five EC states--Antigua and Barbuda, Dominica, Grenada, St. Lucia, and St. Vincent and the Grenadines. The population consisted of three target groups--teachers who taught Form 1; students who repeated or performed poorly at the end-of-year examination July 1996; and their parents. A total of 276 students (194 male and 82 female) responded to a focused interview which sought to determine how they felt about their low performance, and the reasons for such performance. The focus of the 131 Form 1 teachers (39 male and 92 female) who participated in the survey was on their perception of good school practices, and what they believed were causal factors of student repetition and poor performance in Form 1. About 57% of parents of the students interviewed participated, and their interview was intended to ascertain the type of non-school factors that might impact negatively on students' performance. The results of the study suggested that most of the problems experienced by students who had repeated Form 1 and who performed poorly were attributed to: (a) teacher incapability in the delivery of quality education; (b) non-existence of a national curriculum at the first three forms at the secondary level; (c) student difficulties in the transition from primary to secondary; and (d) the non-involvement of parents in students' school work, or their inability to give guidance and direction in follow-through school work and homework. Absenteeism and socio-economic factors did not play a major role among the students targeted. The majority of the students who repeated Form 1 felt ashamed, stupid, embarrassed, low, sad, and dejected. They felt worse when they were labelled by some teachers. In those countries where the policy was automatic promotion, those students who scored less than 50% and who were promoted to Form 2 felt disappointed, but accepted the blame for not studying hard enough. The general perception was that parent involvement in students' school activities had a positive impact on student performance. The study found that about 90% of the parents was interested, but that only 37% was able to give guidance and facilitate follow-through school work at home. Encouragement alone or checking work was not enough. 251 Polydore, Kay Merina An input-output analysis of the achievement levels of the secondary schools in Dominica. Ph.D., The

University of the West Indies, Mona, 1989. xii, 416 p. [See Record 006 for abstract] 252 Shillingford, Daniel J. Rationalization of Junior Secondary Programme - Retrospect and prospect. Roseau: Ministry of

Education and Sports, 1991. 25 p. 253 Thomas, Bert J. An alternative to the current model of secondary education in the Commonwealth Caribbean: Special

reference to Dominica. In Norma A. Niles & Trevor Gardner (Eds.), Perspectives in West Indian education (pp. 176-186). East Lansing, MI: West Indian Studies Association, Michigan State University, 1978.

This paper describes the limitations of the four secondary schools in Dominica and proposes an alternative model, derived from the Jose Marti School in Jamaica, in which the purposes of education would be to train

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people to develop fully the human potential and to train them to survive in their environment. This training would include a heavy emphasis on agriculture, industry, sports, political education and socialization, religion, and ecology. The proposed organizational structure of such a school is described.

SOCIAL STUDIES EDUCATION 254 Goodridge, Rudolph V. Primary school social studies curriculum development in the Eastern Caribbean: Some reflections. In he

University of the West Indies. Institute of Education. Report of Conference on Teacher Education in the Eastern Caribbean, held at Montserrat, April 6-9, 1970 (p 81-90). Mona: Institute of Education, UWI, 1970.

[See Record 039 for abstract] 255 Griffith, Anthony D. Teaching social studies in Caribbean schools: Perceived problems of elementary school teachers. Theory

and Research in Social Education, 27 (3): 375-395, Sum. 1999. This study investigated the perceived problems in teaching primary school social studies in the EC. Data were collected through a questionnaire administered to 293 randomly selected primary school teachers (79 male and 214 female), who were at the end of the two-year inservice teachers' college programme. Respondents perceived three major problems in teaching social studies: 1) lack of adequate resources; 2) lack of administrative support; and 3) a limited range of pedagogical strategies. Results indicated that further research should include the professional and philosophical beliefs of Caribbean teachers; the factors that influence their classroom behaviours and instructional practices; and the perceptions of both teachers and students with respect to the problems faced in the teaching of social studies and citizenship in Caribbean schools.

SOCIOLOGY OF EDUCATION 256 Austin, Roy L.; Porter, Elaine Adolescent perception of parental power in three Caribbean islands. Social and Economic Studies, 29 (2-

3): 247-263, Jun-Sep., 1980. This study sought to test four hypotheses regarding male dominance, socio-economic status, education, and change in dominance patterns between the 1950s and 1970s in Dominica, "Antillia" (a fictitious name used to protect the identity of a cooperating individual), and St. Vincent. Data were collected through questionnaires administered to 397 fifth and sixth form students on the three islands. The results showed that males were three times as likely as females to dominate family decisions in Antillia and St. Vincent, and five times as likely in Dominica. Social status, but not economic status, and father's education were indicators of dominance, and male dominance seemed to have declined since M. G. Smith collected data on the topic in 1955. In Dominica, 97 students (more than 40% of those eligible) completed the questionnaires.

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257 Barrie, Francois Dominica. 8 p. Paper prepared for the Caribbean Conference on the Rights of the Child: Meeting the Post

Ratification Challenge, Belize City, Belize, 7-10 Oct., 1996. This paper provides a socio-economic overview of Dominica, and highlights the nation's efforts to comply with the provisions of the United Nations Convention on the Rights of the Child (CRC). It provides data on population, sex ratio, migration patterns, population density, ethnic groups, agriculture, informal employment, and poverty. It goes on to highlight activities being undertaken to support the CRC, which Dominica ratified in March, 1991, including the World Bank-sponsored Basic Education Reform Project. The project will construct new secondary schools and rehabilitate many primary schools. The paper also notes that the new Dominica Education Act being considered by Parliament addresses the rights of children. 258 Burton-James, Alexandra Power and practice in a Carib school: A case study of pedagogical, gender and cultural relations in a

Caribbean school. Ph.D., The University of Wisconsin-Madison, 1991. viii, 339 p. This study described and critically analyzed the dynamics of power relations, everyday knowledge, and the school experience of a teacher and students of Grade 7 in a rural primary school in the Carib community in Dominica. Data were collected using a variety of procedures: i) participant classroom observations; ii) in-depth, formal, and unstructured interviews of different groups and persons; iii) questionnaires to students and teachers; iv) content analysis of audio-tapes of lessons taped both inside and outside the classroom; and v) examination of documents dealing with lesson content, for example, teachers' guides, lesson plans, and textbooks. The study revealed that the curriculum is a critical site for the contested terrain of gender, cultural, political, and religious struggle. The analysis went beyond the structuralist theory of knowledge and examined the assumptions of the subjective and creative assertion of people, and the importance of localized gender, class, and ethnic/cultural struggles over education and the curriculum-in-practice. The study explored the points of convergence between official pedagogical discourses and cultural discourses that historically constituted the marginalization of Caribs and their culture in school. It was found that Carib students, as part of a cultural group, appropriated, constructed, and redefined aspects of school knowledge. Students' social practices and their value systems operated to effect the collective, cultural cohesion that had been critical to the survival of the Carib people and were important to the concept of cultural/ethnic identity. 259 Burton-James, Alexandra Power and practice in a Caribbean school: Patterns of cultural assertion among Carib children in an

English-speaking school. International Journal of Qualitative Studies in Education, 8 (4): 371-385, Oct-Dec. 1995.

260 Dominica. Committee of Inquiry into Disturbances at the Saint Mary's Academy Report of Committee of Inquiry into Disturbances at the Saint Mary's Academy, 7th June, 1972. [Roseau:

s.n.], 1972. 28 p. (Chairman: C. A. Maynard) 261 Justus, Joyce Bennett The utmost for the highest: A study of adolescent aspirations in Dominica, West Indies. Ph.D., University

of California, Los Angeles, 1971. xii, 179 p.

56

This study focused on the importance of education for the individual citizen, the purposes it fills, and the social and economic needs it satisfies. It was mainly concerned with aspirations, the relevant factors involved in shaping them, and the relationships between these factors and their combined effectiveness as predictors of aspirations or expectations. Questionnaires were administered to 245 adolescents chosen to represent their age cohorts as the apex of the primary and secondary school system. It was found that aspirations were more likely to be influenced by the expectations of parents than any other variable. Respondents generally viewed their parents as having high academic and occupational aspirations for them, and there was a strong positive correlation between what was perceived to be parents' aspirations and the respondents' own aspirations. On the other hand, expectations were highly correlated with academic performance and availability of jobs in the environment. Socio-economic variables such as father's occupation, parent's education, and the like did not contribute much to the explanations of aspirations or expectations. It was also found that, in general, Dominican adolescents had a fairly accurate assessment of the value of their education in terms of its concrete rewards, but that the prestige function of education, and the role of education in social and economic stratification and parental aspirations continued to result in aspirations far above and beyond the respondents' expectations. 262 Niles, Bradley The current status of prison education in some Caribbean states. Convergence, 30 (1): 51-59, 1997. This article discusses a study of prison education in six Caribbean states: Dominica, St. Lucia, Barbados, St. Vincent and the Grenadines, Grenada, and Trinidad and Tobago. It looks at how the programmes fit into United Nations rules for treating prisoners, and makes recommendations for the improvement of those programmes. 263 Nwenmely, Hubisi Kweyol language teaching in the Caribbean and the UK. Ph.D., Reading University, 1994. [n.p.]. [See Record 195 for abstract] 264 Simmons, Alan B.; Plaza, Dwaine E. International migration and schooling in the Eastern Caribbean. La Educacion, No. 107, 1992, pp. 187-

213. This paper examines the relationship between schooling and migration for the population of the EC. It attempts to shed light on the two-sided role of education in these micro states--small autonomous nations with unique challenges of development associated with their size and limited natural resources. On the one hand, schooling is a vital ingredient for future development, while on the other hand, it facilitates emigration, particularly for individuals who have completed more advanced study.

SPECIAL EDUCATION 265 Bullard, Mary Kenyon A multivariate analysis of social integration among a group of mentally retarded persons in Dominica,

West Indies. Ph.D., George Peabody College for Teachers, 1978. iii, 86 p.

57

266 Delgado, Gilbert L. A comparative overview of the education of deaf children in Central America, the Caribbean and parts of

South America. 12 p. Paper prepared for the International Congress on Education of the Deaf, 18th, Tel Aviv, Israel, 16-20 Jul., 1995.

This paper describes the state of education for deaf children in Central America and the Caribbean, focusing on: 1) an historical description of events and forces impacting on these regions; 2) current educational philosophies; 3) adult associations of deaf people; 4) intra/inter-country networking; 5) educational and medical aspects; and 6) visions for the future. Jamaica, Antigua, Dominica and the Bahamas are among the countries included. 267 Educating the special child in the Caribbean and Central America. 37 p. Paper prepared for the Missouri

Federation of the Council for Exceptional Children Annual Conference, St. Louis, MO, United States, 10-12 Mar., 1994.

This paper represents the perspectives of 25 special education teacher scholarship students from 13 Caribbean and Central American countries (Barbados, Belize, Costa Rica, Guatemala, Honduras, Nevis, Nicaragua, El Salvador, Dominica, St. Vincent and the Grenadines, Jamaica, Grenada and Antigua) on the status of special education in their countries in the areas of funding, legislation, identification, and programming. Specific sections of the report address the following aspects of special education in the geographical area: disability prevalence, legislation, funding, identification and placement, programmes, teacher training, services, other factors affecting special education in the Caribbean and Central America, public awareness, attitudes, government barriers, poverty, and new directions for the 21st century. Appendices include a listing of general areas of concern about special education in the Caribbean and Latin America, and specific information about St. Kitts-Nevis, Barbados, Belize, and Jamaica.

TEACHER EDUCATION 268 Binda, K. P. Teacher training in the Anglo-Eastern Caribbean. In New Perspective Reference Books in International

Education. v. 15: Education and cultural differences: New perspectives. Hamden: Garland Publishing, 1992. (Garland Reference Library of Social Science)

This book contains 27 essays and case studies that focus on the potential for education to lessen social inequality in various countries. This essay looks at teacher education in the EC. 269 Brown, Monica M. Caribbean first year teachers' reasons for choosing teaching as a career. Journal of Education for

Teaching, 18 (2): 185-195, 1992. This paper is based on an investigation of first-year teachers' perceptions of the impact of teacher education programmes in Jamaica and the OECS. Results indicated that their reasons were mainly altruistic in nature and are similar to those given by teachers in North American schools.

58

270 Clarke, Desmond C. Redesigning the teacher education programme in language arts. In Arthur G. Richardson (Ed.), Report of


[See Record 035 for abstract] 271 Clarke, Desmond C. Secondary teacher training in the Eastern Caribbean: Experiences and concerns. In Desmond C. Clarke

(Ed.), Report of the Fourth Biennial Eastern Caribbean Standing Conference on Teacher Education (pp. 25-28). Cave Hill: School of Education, UWI, [1983?].

This paper focuses on EC experiences in secondary teacher training in order to provide a context within which to evaluate current programmes, as well as to indicate substantive concerns which need to be addressed. It argues that the pedagogical implications of the democratization of secondary education have been so profound, that their effective classroom management cannot be achieved as an adjunct of a general training programme. It also addresses the peculiar needs of secondary education in terms of curriculum content, and stresses the need to distinguish between the content the teacher needs to know to communicate correct information, principles, etc. to the student (content A), and the knowledge of that same content in pedagogical terms (content B). It is also necessary to ensure that content B and methodology are interfaced in a way defined by the classroom as a laboratory. 272 Dominica. Preschool Education Project Report for period September 1986 - July 1987. Roseau: The Project, 1987. 16 p. [See Record 059 for abstract] 273 Goldberg, Nicholas Concerns of tutors of the Dominica Teachers' College of the proposed amalgamation with the Clifton

Dupigny Community College. [S.l.: s.n.], 1992. [n.p.]. 274 Hanley, Gweneth T. Redesigning teacher preparation: A college perspective. In Arthur G. Richardson (Ed.), Report of the


[See Record 050 for abstract] 275 Harris, Frances Redesigning teacher preparation: A college perspective: The Commonwealth of Dominica. In Arthur G.

Richardson (Ed.). Report of the Ninth Biennial Eastern Caribbean Standing Conference on Teacher Education (pp. 108-116). Cave Hill: Faculty of Education, UWI, 1995.


59

276 Harris, Olive Dominica Teachers' College: Education for the 80s. 5 p. Paper prepared for the Biennial Eastern

Caribbean Standing Conference on Teacher Education, 3rd, Bridgetown, Barbados, 6-8 Apr., 1981. Sponsored by: The University of the West Indies, Cave Hill. School of Education.

This paper examines the options available to the government of Dominica for accelerating the training of teachers. 277 Inter-Agency Working Group; Pan American Health Organization. School Health and Family Life Education Project Core curriculum guide for strengthening health and family life education in teacher training colleges in


[See Record 040 for abstract] 278 Leo-Rhynie, Elsa Evaluation of the inservice teacher training programme (Dominica). Roseau: Ministry of Education and

Sports, 1985. 104 p. 279 Lucas, Maureen E. Redesigning the curriculum in teacher education. In Arthur G. Richardson (Ed.), Report of the Ninth

Biennial Eastern Caribbean Standing Conference on Teacher Education (pp. 39-51). Cave Hill: Faculty of Education, UWI, 1995.

[See Record 045 for abstract] 280 Miller, Errol L. The Commonwealth Caribbean: Experiments. In CARNEID. Inservice teacher education (pp. 10-38).

Bridgetown: CARNEID Coordinating Centre, [199?]. This paper attempts to describe the use of inservice teacher education in the Commonwealth Caribbean to achieve the following objectives: 1) To academically upgrade unqualified teachers to enable them to satisfy college entry requirements; 2) to orient and improve the pedagogic performance of unqualified teachers; 3) to upgrade qualified teachers to higher levels of formal certification; 4) to support planned changes in the educational system, and 5) to provide formal training for unqualified teachers at both the primary and secondary levels. It provides details of the experiences of Dominica, Grenada and Jamaica in attempting to provide formal professional training through inservice programmes. 281 Miller, Errol L. Feasibility study: Academic upgrading of unqualified teachers in the Windward Islands by distance

teaching. Winnipeg: OCOD, 1987. [n.p.]. [See Record 056 for abstract]

60

282 Miller, Errol L. Internal evaluation of the Comprehensive Teacher Training Project in Dominica, Grenada and St.

Vincent and the Grenadines. Winnipeg: OCOD Board, 1992. [n.p.]. (Consultancy Report) 283 Newton, Earle H. Overview of initial teacher education in the Eastern Caribbean and Guyana. In Lucy Steward & Elwyn

Thomas (Eds.), Teacher education in the Commonwealth: Caribbean issues and development (pp. 25-32). London: Commonwealth Secretariat, 1996.

This survey of initial teacher training activities was carried out in 10 countries: Antigua and Barbuda, Barbados, British Virgin Islands, Dominica, Grenada, Guyana, St. Kitts-Nevis, St. Lucia, St. Vincent and the Grenadines, and Trinidad and Tobago, all of which have teachers' colleges. The paper examines staffing and student enrolment, programmes, and teaching practice, showing the progress which has been made in the field, and indicating some of the issues that must be dealt with in the future. 284 Organization of American States. Division of Planning, Research and Studies of Education Educational profile: Dominica, 1985. Washington, D.C: OAS, 1985. v, 23 p. (Educational Profiles of the

Caribbean Countries) [See Record 105 for abstract] 285 Richardson, Arthur G. Redesigning teacher education: The education curriculum. In Arthur G. Richardson (Ed.), Report of the


[See Record 046 for abstract] 286 Richardson, Arthur G. Teacher preparation programmes in the Eastern Caribbean: How effective are they?. In Desmond C.


[See Record 052 for abstract] 287 Richardson, Arthur G.; Harris, Olive Commonwealth of Dominica: School-based inservice teacher education programme, June 1985. In

Desmond C. Clarke (Ed.), Report of the Fifth Biennial Eastern Caribbean Standing Conference on Teacher Education held at Barbados, June 25-28, 1985 (pp. 90-101). Cave Hill: School of Education, UWI, 1985.

61

288 Walker, Esther E. Redesigning teacher preparation in the Eastern Caribbean - Science. In Arthur G. Richardson (Ed.),



TEACHER EFFECTIVENESS 289 Brown, Gerald R.; Halliday, Joseph Jacob Feasibility study on the development of Teachers Resource Centres. Castries: OECS, 1995. 145 p.

(Consultants Report. OECS Education Reform Strategy Project 5) [See Record 069 for abstract] 290 Burton-James, Alexandra Research on the effectiveness and efficiency of the teaching service: Commonwealth of Dominica. [S.l.:

s.n.], 1998. [n.p.]. (Project Research Report) 291 Richardson, Arthur G. Perceived instructional competence of student teachers in Eastern Caribbean teachers' training colleges.

In Winston K. King (Ed.), Report of the Seventh Biennial Eastern Caribbean Standing Conference on Teacher Education held at Barbados, April 4-7, 1989 (pp. 79-86). Cave Hill: Faculty of Education, UWI, 1989. (Also published in Bulletin of Eastern Caribbean Affairs, 13 (5/6): 39-46, 1987-1988)

The Shapiro Teacher Self-Assessment Scale was administered to 156 final year student teachers from 4 EC teachers' colleges (Antigua, Barbados, Dominica, St. Vincent) to inquire into their perceived instructional competence. Results indicated that the student teachers needed help in "using creative methods in teaching" and also in "the organization of classes for instruction." Male teachers in the sample were significantly more deficient in perceived competence than their female counterparts. 292 Richardson, Arthur G. Teacher preparation programmes in the Eastern Caribbean: How effective are they?. In Desmond C.


[See Record 052 for abstract] 293 Richardson, Arthur G.; Thomas, Arundell A. Characteristics of the effective teacher as perceived by pupils and teachers: A Caribbean case study.

1989. 12, [13] p. Paper prepared for the American Educational Research Association Annual Meeting, San Francisco, California, 27-31 Mar., 1989.

62

This study investigated the characteristics of the effective teacher as perceived by a sample of 160 primary and 60 secondary school students, and 60 primary and 30 secondary school teachers in Dominica. Results indicated agreement among students and teachers with respect to a number of teacher characteristics perceived as being very important for effective teaching: 1) the giving of examples by the teacher; 2) properly planned lessons by the teacher; 3) teacher's knowledge of subject matter; and 4) teacher's knowledge of student learning. Sex differences which emerged pointed to a male preference for teacher characteristics reflective of authority and dominance, while females regarded organizational and nurturance-related characteristics as being of greater importance.

TEACHER MOTIVATION 294 Brown, Monica M. Caribbean first year teachers' reasons for choosing teaching as a career. Journal of Education for

Teaching, 18 (2): 185-195, 1992. [See Record 269 for abstract] 295 Richardson, Arthur G. Why teach? A comparative study of Caribbean and North American college students' attraction to

teaching. Bulletin of Eastern Caribbean Affairs, 14 (1/2): 24-30, 1988. This study investigates reasons why student teachers (66 males and 132 females) in four EC teachers' training colleges (Antigua, Dominica, St. Kitts-Nevis, St. Vincent and the Grenadines) chose teaching as a career. Results indicate the major attraction to be interpersonal in nature--"special interest in dealing with children and/or young people." Overall findings coincide neatly with similar research mounted in the United States by Jantzen (1981).

TEACHING MATERIALS 296 Brown, Gerald R.; Halliday, Joseph Jacob Feasibility study on the development of a regional Curriculum Development and Materials Production


[See Record 034 for abstract] 297 Canadian Organization for Development through Education Eastern Caribbean Primary Textbook Project. Ottawa: CODE, 1987. 47 p. [See Record 129 for abstract]

63

298 Clare, William; Sheppard, Evelyn Primary textbooks and materials for the OECS: A study of affordable and sustainable options. [S.l.]:

Educom International Inc., 1991. [v], iii, 29, [17] p. This study was designed and carried out in consultation with the OECS Secretariat, and in collaboration with the Ministries of Education of participating countries. It provides an inventory of curricula, textbooks, and other learning materials in use in the OECS, and assesses suitability for standardization on a regional basis. It also identifies the problems associated with the affordability and availability of texts, and provides an analysis of the various regional textbook publishing initiatives. The study found an impending crisis situation in textbook distribution, and an inefficient and very costly decentralized system that demanded reform in order to ensure affordable and available textbooks. The key recommendations dealt with: 1) a standardized textbook selection process through regional committees, to ensure uniform textbook requirements that allow for economies of scale in purchasing; 2) a textbook rental plan to ensure that valuable textbooks are re-used, provided to all students on an equitable basis, and that the cost of textbooks to parents is brought to manageable and sustainable dimensions; and 3) a regional approach to textbook publishing based on large, economical printers of popular existing textbooks, through the purchase of rights from international and regional publishers. 299 Crawford, A. N. Literacy in Dominica: A joint publishing project. Reading Today, 9 (4): 39, Feb/Mar. 1992. [See Record 014 for abstract]

TEACHING TECHNIQUES 300 Brown, Anthony Issues in 'multi-ethnic education'. Mathematics Teaching, 120: 8-10, Sep. 1987. [See Record 206 for abstract] 301 Clarke, Desmond C. Reading acquisition: A cognitive perspective. Caribbean Journal of Education, 10 (1); 45-54, Jan. 1983. This paper argues that current practice in schools and teacher education institutions in the EC tends to emphasize the teaching rather than the learning of reading skills. It is felt that the adoption of a pupil focus is essential, especially at the beginning reading stage. It is further argued that the major task of initial reading acquisition is to cope with the cognitive demands underlying the abstract nature of the act of reading. The paper suggests that current practice in classrooms as well as in teachers' colleges needs to be informed by a cognitive perspective, if the conceptualization of initial reading instruction, and the planning of necessary diagnostic remedial procedures are to be more relevant to actual pupil needs.

64

TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING 302 Caribbean Development Bank Loan agreement between Caribbean Development Bank and the state of Dominica and the Dominica

Agricultural and Industrial Development Bank (student loans for higher education). Bridgetown: CDB, [19??]. [n.p.].

[See Record 092 for abstract] 303 Caribbean Development Bank. Economics and Programming Department Report on institutionalisation of the Skills Training Programme, Dominica. Bridgetown: CDB, 1988.

[n.p.] 304 Dominica. Ministry of Education An entrepreneurial skills development programme: Country report - Dominica. Paper prepared for the

Curriculum Guidelines for Entrepreneurial Skills Development, a Pan-Commonwealth Technical Meeting, Genting Highlands, Malaysia, 26-30 Jun., 1989. Sponsored by: Commonwealth Secretariat; Malaysia. Ministry of Education.

305 Dominica. Ministry of Education An entrepreneurial skills development programme, Dominica: The curriculum. Paper prepared for the

Curriculum Guidelines for Entrepreneurial Skills Development, a Pan-Commonwealth Technical Meeting, Genting Highlands, Malaysia, 26-30 Jun., 1989. Sponsored by: Commonwealth Secretariat; Malaysia. Ministry of Education.

306 Dominica. Ministry of Education and Sports A survey of training institutions in the Commonwealth of Dominica, 1988/89. Roseau: The Ministry,

[198?]. iv, 26 p. This document is a compilation of descriptive and analytical information about the main public and private training institutions in Dominica. It provides information on enrolment; types, lengths, and levels of programmes; graduates; dropouts; teachers; and problems at the institutions. It also lists a number of recommendations for improving the institutions. 307 Dominica. Ministry of Education and Sports. Education Division Directory of technical/vocational education teachers/instructors. Roseau: The Ministry, 1991. vii, 5 p. This directory identifies the teachers/instructors of technical and vocational education in Dominica and indicates: 1) institution to which attached, 2) skills taught, 3) position held, and 4) status, in terms of formal training in skill area.

65

308 Hobbs, Wesley W.; Briggs, Lloyd D.; St. Germain, John Eastern Caribbean states: Staff appraisal report: Fourth Caribbean Development Bank: Regional

Vocational and Technical Education Project. Washington, DC: World Bank, 1987. 71 p. (Report No.6490-CRG)

309 Letang, Patsy Cecilia Male underachievement: The Dominican context. M.Ed., University of Bristol, 1999. 93 p. [See Record 005 for abstract] 310 Moore, Sylvia Guidelines for the development of traditional arts and crafts: Dominica - (mission). Paris: UNESCO,

1985. 28 p. (Development of Contacts and Exchanges for Artistic Creation) 311 OECS Central Secretariat Report on phase one and two (conceptualisation, country consultations and workshop deliberations) of

the tertiary education and TVET sector survey, including a proposal for a data system. Castries: OECS, 1993. [150] p.

312 Pearson, J. Report on visits to Antigua, Dominica, Grenada, Montserrat, St. Kitts, St. Lucia, St. Vincent: 27th

September - 12th October 1972. London: Council for Technical Education and Training for Overseas Countries, 1972. [n.p.].

313 Sabaroche, Herbert F. Planning technical and vocational education and training with reference to Dominica. M.A., University

of London. Institute of Education, 1987. [n.p.]. 314 Sabaroche, Herbert F. The OECS policy and initiatives for technical and vocational education and training. In Policy and

planning for vocational education and training: Report of a sub-regional training workshop (pp. 178-204). Paris: International Institute for Educational Planning, 1994.

315 Sangster, Alfred The Multi-Island Educational Development Project: An educational development project of the

governments of the Eastern Caribbean through the United Nations Development Programme: A preliminary assessment and proposals for future development. Bridgetown: UNDP, 1986. 32 p.


66

316 Shillingford, Daniel J. Rationalization of the Junior Secondary Programme: Retrospect and prospect. Roseau: Ministry of

Education and Sports, 1991. ii, 26 p. [See Record 106 for abstract] 317 Taylor, W. L.; Moller, W. The Commonwealth of Dominica: Report of the technical-vocational education and training

reconnaissance mission. [S.l.: s.n.], 1983. 17 p. in various pagings. 318 Wilson, David N. Reform of technical-vocational education. La Educacion, No. 107, 1990, pp. 77-115. [See Record 157 for abstract]

INDEX OF PERSONAL NAMES Alcala, V. O. 025 Alexander, Macdonald S. 063 Alexander, Z. 032, 058 Andrew, Max D. 066 Anthony, Kenny D. 100 Atchoarena, David 126, 314 Austin, L. I. 067 Austin, Roy L. 256 Barrie, Francois 257 Bennett, Hazel 029 Binda, K. P. 268 Blondel, Ezra 205, 228 Bowman, Hilary Lawrence 007, 172 Brathwaite, Workeley E. 229 Bray, Mark 068 Briggs, Lloyd D. 133, 308 Brown, Anthony 206, 207, 300 Brown, Gerald R. 034, 069, 128, 289, 296 Brown, Monica M. 269, 294 Browne, Mike 197 Bruno, Rock 002 Bullard, Mary Kenyon 265 Burton, Leone 205, 228 Burton-James, Alexandra 101, 198, 258, 259, 290

Carelli, C. 082, 107 Carrington, Lawrence D. 193 Carty, Joan 054 Charles, Hubert J. 109, 149 Charles, Ronald 164 Christian, Colmore S. 164 Clare, William 298 Clarendon, Hannah 211 Clarke, Desmond C. 035, 049, 052, 218, 219, 270, 271, 286, 287, 292,

301 Comitas, Lambros 026 Crawford, A. N. 014, 200, 299 Delgado, Gilbert L. 266 Desai, Patricia 210 Durbrow, Eric Hunt 001, 033, 209 Edwards, Terry C. 220 Emmanuel, Patrick A. M. 142 Etheinne, Peter 211 Fergus, Howard A. 009, 037, 095, 147, 151 Fleming, William Gerald 015, 245 Forde, George J. 112, 113, 152 Gardner, Trevor 253 Genthon, Magdilen Rena 038, 162

68

George, June M. 042, 234 Gill, Muriel 153, 246 Goel, Ved 205, 228 Goldberg, Nicholas 002, 118, 176, 273 Goodridge, Rudolph V. 039, 254 Grell, Gerald A. C. 055, 177, 210 Griffith, Anthony D. 255 Hadley, C. V. D. 189 Halliday, Joseph Jacob 034, 069, 128, 289, 296 Hammond, Stanley A. 190, 191 Hanley, Gweneth T. 050, 274 Harden, Enid C. 119, 178 Harney, Lenore 010 Harris, F. T. 003 Harris, Frances 051, 275 Harris, Olive 276, 287 Harry, Keith 054 Hays, Frances 132 Hazell, Brenda S. 227 Henderson, Thomas 175 Hobbs, Wesley W. 133, 308 Hurwitz, Alan 221 James, Arlington A. 164 James, Dorothy F. T. 041, 168 James, Eligh 221 Joseph, Mamah 222 Jules, Didacus 016, 198, 203

Justus, Joyce Bennett 261 Kamau, Macharia 004, 120, 148 Kelly, C. S. 067 King, Winston K. 042, 043, 234, 235, 291 Lance, R. S. 044, 236 Lawrence, Theodoris 204 Layne, Kingsley 121, 223 Leo-Rhynie, Elsa 247, 278 Letang, Patsy Cecilia 005, 309 Levin, Benjamin 079, 122, 123 Lucas, Maureen E. 045, 279 Magloire, Juliana T. 061, 192 Maynard, C. A. 260 Meaders, O. Donald 018 Miller, Errol L. 056, 134, 150, 280, 281, 282 Moller, W. 317 Monelle, Patricia M. 194 Moore, Sylvia 310 Muller, R. 210 Myers, Robert A. 027, 028 Newton, Earle H. 283 Nicholson, R. M. 080, 137, 179, 215, 248 Niles, Bradley 262 Niles, Norma A. 253 Nwenmely, Hubisi 195, 263

69

Paul, Una M. 250 Pearson, J. 312 Peters, Bevis Franklin 081, 181 Petty, Osmond 208 Pierre-Louis, Alex 089, 115, 135, 182 Plaza, Dwaine E. 264 Polydore, Kay Merina 006, 143, 251 Poonwassie, Deo H. 268 Porter, Elaine 256 Ray, Douglas 268 Reay, Judith F. 042, 234 Reid, George 225 Reid, L. H. E. 108 Reid, Una Viviene 183 Richardson, Arthur G. 046, 052, 144, 154, 216, 285, 286, 287, 291, 292,

293, 295 Roberts, Judy 057, 184 Robertson, Amy 029 Robinson, Belgrave O. 237 Robinson, J. J. 067 Roett, Phyllis 010 Ross, Bertram Hudson 071, 185 Sabaroche, Herbert F. 072, 116, 126, 313, 314 Sabatini, Fabio 004, 120, 148 St. Germain, John 133, 308 Samuel, Wendell A. 010 Sandmann, Lorilee R. 017, 019

Sangster, Alfred 136, 315 Serjeant, Graham R. 210 Sheppard, Evelyn 298 Shillingford, Daniel J. 106, 155, 252, 316 Shillingford, J. D. 030 Shillingford, Jennifer 030 Shillingford, Leona 030 Shorey, Leonard L. 021 Simmons, Alan B. 264 Steward, Lucy 283 Stuart, Stephanie 127, 196 Sutton, Leroy A. 156, 217 Taylor, W. L. 082, 107, 317 Thomas, Arundell A. 293 Thomas, Bert J. 253 Thomas, Elwyn 283 Thomas, Hilroy A. 011 Thomas, V. 022 Turner, T. 108 Ugboma, Eghosa 074, 163, 187 Van Tijn, David 221 Walker, Esther E. 048, 053, 238, 288 White, Janette 029 Whittington, L. Alfons 062, 065 Wilkinson, Audine C. 031 Wilson, David N. 157, 318

70

Wilson, Donald G. 042, 235 Wit, J. 211 Worku, T. 082, 107

INDEX OF CORPORATE AUTHORS/SPONSORS Advanced Training for Leadership and Skills

(ATLAS) Conference 062, 065 Agency for International Development

See United States Agency for International Development

American Educational Research Association Annual Meeting

293 ASETT/ICASE Caribbean Conference '91 042, 234 Association for Science Education in Trinidad and

Tobago See ASETT

Biennial Eastern Caribbean Standing Conference on

Teacher Education 291

See also Conference on Teacher Education in the Eastern Caribbean

Biennial Eastern Caribbean Standing Conference on Teacher Education, 3rd

276 Biennial Eastern Caribbean Standing Conference on

Teacher Education, 4th 271 Biennial Eastern Caribbean Standing Conference on

Teacher Education, 5th 287 Biennial Eastern Caribbean Standing Conference on

Teacher Education, 8th 052, 286, 292 Biennial Eastern Caribbean Standing Conference on

Teacher Education, 9th 035, 045, 046, 048, 049, 050, 051, 053, 238, 270,

274, 275, 279, 285, 288 Canadian Organization for Development through

Education 129, 212, 297 Caribbean Community

See CARICOM Caribbean Community Education Centre 016 Caribbean Conference on the Rights of the Child:

Meeting the Post Ratification Challenge 257 Caribbean Consultation Meeting for the World

Conference on Education for All 008, 103

Caribbean Development Bank 086, 090, 091, 092, 093, 173, 174, 213, 302 Caribbean Development Bank. Economics and

Programming Department 303 Caribbean Network of Innovation for Development

See CARNEID CARICOM Secretariat 060, 098 CARNEID 063, 064, 070, 102, 109, 149, 250, 280 CDB

See Caribbean Development Bank CODE

See Canadian Organization for Development through Education

COL See Commonwealth of Learning

Commonwealth of Learning 057, 184 Commonwealth Secretariat 023, 036, 068, 096, 145, 205, 228, 305 Conference of Commonwealth Education Ministers,

11th 023, 096, 145 Conference on Teacher Education in the Eastern

Caribbean 039, 237, 254

See also Biennial Eastern Caribbean Standing Conference on Teacher Education

Consultation on Education and Training of Community Health Aides and other Health Staff

226 Consulting Engineers Partnerships Ltd. 085 Council for Technical Education and Training for

Overseas Countries 312 Dominica. Central Statistical Office 159, 160 Dominica. Committee of Inquiry into Disturbances at

the Saint Mary's Academy 260 Dominica. Ministry of Education 008, 036, 077, 087, 097, 104, 110, 117, 201, 230,

240, 304, 305 Dominica. Ministry of Education. Adult Education and

Audio Visual Service 202

72

Dominica. Ministry of Education. Education Planning Unit

241 Dominica. Ministry of Education. Testing and

Measurement Unit 130, 242 Dominica. Ministry of Education and Sports 078, 094, 111, 306 Dominica. Ministry of Education and Sports.

Education Division 307 Dominica. Ministry of Education and Sports.

Education Division. Curriculum Development Unit 231 Dominica. Ministry of Education and Sports.

Education Division. Technical and Vocational Education Unit

020, 240 Dominica. Ministry of Education and Youth Affairs.

Curriculum Development Unit 232, 233 Dominica. Ministry of Education, Health, Youth

Affairs, Sports and Culture. Education Division 104 Dominica. Ministry of Education, Youth Affairs and

Sports 060, 098 Dominica. Ministry of Education, Youth Affairs and

Sports. Basic Education Reform Project 002 Dominica. Ministry of Health 166 Dominica. Preschool Education Project 059, 131, 272 Dominica. Tertiary Education Task Force 175 Dominica National Commission for UNESCO 165 Eastern Caribbean Education Reform Project 244 Education Reform Working Group 150 Institute of Social and Economic Research (EC), UWI 081, 181 Inter-Agency Working Group 040, 167, 277 International Centre for Distance Learning 054 International Conference on Education, 40th 077, 097, 240 International Congress on Education of the Deaf 266 International Council for Distance Education 054

International Institute for Educational Planning 126, 314 Malaysia. Ministry of Education 036, 305 Michigan State University. Department of Agricultural

and Extension Education 018 Missouri Federation of the Council for Exceptional

Children Annual Conference 267 National Research and Development Foundation 198, 203 NRDF

See National Research and Development Foundation

OAS See Organization for American States

OCOD See Organization for Cooperation in Overseas Development

OECS 113, 114, 124, 152, 249 OECS Central Secretariat 180, 311 OECS Economic Affairs Secretariat 121, 220, 221, 223 OECS Economic Affairs Secretariat. Training Unit 224 OECS Education Reform Unit 244 OECS INFONET Project Planning Meeting 072 OECS Secretariat 150 OECS Technical and Vocational Project 090 Ontario College of Education, University of Toronto.

Department of Educational Research 015, 245 Organisation of Eastern Caribbean States

See OECS Organization for Cooperation in Overseas

Development 056, 134, 281, 282 Organization of American States 085, 088 Organization of American States. Department of

Educational Affairs 100 Organization of American States. Division of

Planning, Research and Studies of Education 105, 125, 161, 284

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PAHO See Pan American Health Organization

Pan American Health Organization 140, 171, 183 Pan American Health Organization. Caribbean

Program Coordination 169 Pan American Health Organization. School Health and

Family Life Education Project 040, 167, 277 Pan-Commonwealth Technical Meeting: Curriculum

Guidelines for Entrepreneurial Skills 036, 305 Professional Development Associates 099 Standing Committee of Ministers Responsible for

Education 060, 098 Symposium on Outside Views of Education in the

Eastern Caribbean 079, 122 UNDP 075, 083, 084, 136, 138, 139, 315 UNECLA

See United Nations Economic Commission for Latin America

UNESCO 008, 013, 024, 054, 076, 082, 103, 107, 146, 199,

214 See also International Institute for Educational Planning

UNFPA See United Nations Population Fund

UNICEF 047, 170 UNICEF Caribbean Area Office 004, 010, 012, 120, 148 United Nations Children’s Fund

See UNICEF

United Nations Development Programme See UNDP

United Nations Economic Commission for Latin America. Office for the Caribbean

225 United Nations Educational, Social and Cultural

Organization See UNESCO

United Nations Population Fund 140, 171 United States Agency for International Development 085, 088, 132 The University of the West Indies. Institute of

Education 039, 137, 237, 254 The University of the West Indies. Office of University

Services, Eastern Caribbean 073, 186 The University of the West Indies, Cave Hill. Faculty

of Education 035, 045, 046, 048, 049, 050, 051, 052, 053, 238,

270, 274, 275, 279, 285, 286, 288, 291, 292 The University of the West Indies, Cave Hill. School

of Education 271, 276, 287 The University of the West Indies, Mona. School of

Education. Documentation Centre 029 USAID


UWI See The University of the West Indies

Workshop for Senior Level Personnel in Tertiary Level

Education Systems 073, 186 World Bank 133, 141, 158, 308 World Health Organization 166

SUPPLEMENTARY SUBJECT INDEX Achievement tests 021 Acquired Immune Deficiency Syndrome

See AIDS Adjustment

See Student adjustment Administrative organization 105, 125, 161, 284 Adolescents 143, 256, 261 Adult education agencies

See Dominica Council for Adult Education Adult educators 016 AIDS education 047, 166, 170 All-age schools 237 Aspirations 261 Attitudes 118, 176, 273

See also Student attitudes Teacher attitudes

Banks

See Caribbean Development Bank Dominica Agricultural and Industrial Development

Bank National Commercial and Development Bank

Basic Education Reform Project 141, 158 Beginning teachers 052, 269, 286, 292, 294 Behaviour problems 001, 033, 209 Body height 210 Body weight 210 Building design 089, 115, 135, 182 Career choice 261, 269, 294, 295 Caribbean Baptist Fellowship 227

Caribbean Community Secretariat

See CARICOM Secretariat Caribbean Development Bank 086, 091, 092, 093, 133, 173, 174, 213, 302, 308 Caribs 258, 259 CARICOM Secretariat 060, 098 Case studies 009, 062, 063, 064, 065, 068, 147, 151 CEE

See Child care centres

See Preschool centres Children 010, 012

See also Preschool children Children’s rights

See Rights of the child Christian education 227 Civil servants

See Public servants Civil service

See Public service Clifton Dupigny Community College 063, 089, 115, 118, 135, 175, 176, 182, 273, 317 Cognitive processes 032, 058 Colleges

See Community colleges National colleges School of Nursing State colleges Teachers’ colleges

Common core See Core curriculum

Common Entrance Examination 022 Community colleges 074, 081, 163, 181, 187

See also Clifton Dupigny Community College Community development 011 Community participation 011, 203 Community programmes 198

76

Comprehensive Teacher Training Programme 021, 134, 282 Computer literacy 038, 162 Computer science education 038, 162 Computer uses in education 074, 163, 187 Construction costs 086, 091, 213 Core curriculum 040, 046, 167, 277, 285 Creoles 127, 194, 195, 196, 263 Cultural development 310 Cultural identity 258, 259 Curriculum guides 040, 167, 232, 277 Data collection 142 Deaf students 266 Development plans 078, 094, 110, 111 Directories 054, 307 Dominica Agricultural and Industrial Development

Bank 093, 174, 302 Dominica Council for Adult Education 016 Dominica Grammar School 003, 038, 067, 162, 188, 239 Dominica Teachers' College 051, 118, 175, 176, 273, 275, 276, 287 Dropouts 105, 125, 161, 284 Eastern Caribbean Primary Textbook Project 129, 212, 297 Economics of education 066 Education of the deaf 266 Educational computing

See Computer uses in education Educational economics

See Economics of education Educational efficiency 290

See also Educational output Educational equipment 034, 128, 296

Educational expectations 261 Educational expenditure 090 Educational extension

See Extension education Educational forecasting 241

See also Enrolment projections Educational institutions 011

See also Preschool centres Waitkubuli Institute of Learning and Community

Development Educational Management Information Systems 072 Educational missions 075, 082, 083, 084, 107, 138, 139, 310, 312, 317 Educational models 071, 185, 253 Educational needs 062, 065, 099 Educational objectives 108 Educational opportunities 008, 011, 103, 264 Educational output 004, 120, 148 Educational problems 206, 207, 237, 255, 300 Educational strategies 041, 109, 113, 119, 149, 150, 152, 168, 178, 183 Educational tests

See Achievement tests English 193, 194 Enrolment projections 241 Entrepreneurs 036, 304, 305 Equal education 008, 103 Equality of educational opportunity

See Equal education Examinations

See Achievement tests Common Entrance Examination

Extension education 017, 019 Facilities planning 088, 089, 115, 135, 182 Failure factors 250

77

Family planning 140, 171 Family relationships 256 Feasibility studies 034, 056, 057, 069, 128, 184, 281, 289, 296 Gender analysis 002, 005, 006, 008, 022, 103, 143, 205, 228, 251,

256, 309 See also Male underachievement

Geometric concepts 208 Grade repetition 105, 125, 161, 284 Growth patterns 001, 033, 209 Guides

See Curriculum guides Teaching guides

Handicapped See Mentally handicapped

Handicrafts education 310 Height

See Body height Home environment 001, 033, 209

See Family relationships Houghton Mifflin Company 014, 200, 299 Human resources development 055, 060, 062, 065, 098, 121, 132, 141, 158, 177,

218, 219, 222, 223 Illiteracy 197, 198, 201, 202 Information systems 074, 163, 187

See also Educational Management Information Systems

Input output analysis 006, 251 Inservice teacher education 059, 131, 272, 278, 280, 287 Institution building 220 Integrated science 021 International Reading Association 014, 200, 299 International Task Force on Literacy 014, 200, 299

Job satisfaction 144 Junior Secondary Programme 020, 063, 106, 117, 155, 240, 247, 252, 316 Junior secondary school students 020, 240 Knowledge level 208 Language arts 035, 049, 270

See also Reading Writing

Language of instruction 206, 207, 300 Language policy 127, 196 Language proficiency 193 Languages

See Creoles English

Life skills programmes 047, 170 Lower secondary education 106, 155, 231, 250, 316 Maintenance

See School maintenance Male underachievement 002, 005, 309 Manuals 224 Marketing 204 Materials preparation 014, 034, 128, 200, 296, 299 Mathematical concepts

See Geometric concepts Mathematics instruction

See Primary school mathematics Mathematics teachers 207 Men teachers 143 Mental stress 144 Mentally handicapped 265 Migration 264 Ministries of Education 068

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Multi-Island Educational Development Project 084, 136, 139, 315 Multi-Island Programme 012 National colleges 081, 181 National Commercial and Development Bank 092, 173 National Consultation on Education and Training and

Human Resource Development 060, 098 National surveys 198, 201, 202, 306 Natural disasters 085, 088 Needs assessment 038, 074, 162, 163, 187, 219, 225 Nonformal education 005, 011, 309 Nursing education 119, 178, 183 Occupational choice

See Career choice OECS 007, 009, 057, 071, 073, 081, 100, 121, 126, 129, 147, 151, 157, 172, 180, 181, 184, 185, 186, 212, 221, 223, 224, 244, 297, 298, 311, 314, 318 OECS Economic Affairs Secretariat. Training Unit 220 OECS Education Reform Strategy 034, 069, 109, 113, 128, 149, 150, 152, 289, 296 OECS Regional Science Camp 233 Operating expenses 090 Organisation of Eastern Caribbean States

See OECS Out of school youth 005, 309 Paramedical personnel 226 Performance factors 003, 006, 250, 251 Physical plans 089, 115, 135, 182 Planners 225 Plans

See Development plans Physical plans

Population education 140, 171

Preprimary children See Preschool children

Preprimary teachers 059, 131, 272 Preschool centres 059, 131, 272 Preschool children 032, 058 Preschool Education Project 059, 131, 272 Prevocational education 114, 124, 249 Primary school curriculum 039, 042, 234, 254 Primary school mathematics 208 Primary school science 042, 043, 230, 231, 232, 234, 235, 237 Primary school social studies 255 Primary school students 193, 194, 210, 293 Primary school teachers 056, 144, 218, 219, 222, 255, 281, 293 Primary schools 086, 091, 213, 237, 258, 259 Prison education 262 Programme administration 224 Programme design 017, 019, 035, 045, 048, 049, 050, 051, 053, 238,

270, 274, 275, 279, 288 Programme evaluation 018, 134, 136, 169, 221, 247, 252, 278, 282, 303,

315 Public schools 038, 085, 088, 162 Public servants 225 Public service 121, 220, 221, 223, 224 Publishing companies

See Houghton Mifflin Company Reading instruction 219, 301 Reading materials 014, 200, 299 Recurrent costs

See Operating expenses Regional cooperation 009, 084, 139, 147, 151 Regional surveys 047, 170, 203, 244

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Regional Vocational and Technical Education Project 133, 308 Repetition

See Grade repetition Research problems 142 Resource centres 034, 069, 128, 289, 296

See also Teacher centres Rights of the child 257 Rural areas 001, 033, 204, 209, 258, 259 St. Joseph's Secondary School 038, 162 St. Mary's Academy 260 School adjustment

See Student adjustment School administration 067 School buildings 085, 086, 087, 088, 091, 213 School dropouts

See Dropouts School effectiveness

See Educational efficiency School equipment

See Educational equipment School Feeding Programme 211

See also School meals School maintenance 087 School meals 211 School of Nursing 175 School organization 067 Schools

See All-age schools Primary schools Public schools

Science instruction See Primary school science Secondary school science

Science popularization 233 Sciences

See Integrated science Scientific concepts 032, 058, 229

Secondary Education Support Project 130, 242 Secondary school curriculum 037, 038, 041, 047, 095, 162, 168, 170 Secondary school science 231 Secondary school students 003, 006, 038, 143, 162, 229, 241, 244, 250, 251,

256, 293 See also Junior secondary school students

Secondary school teachers 038, 162, 241, 293 Secondary schools 006, 114, 124, 249, 251, 260

See also Dominica Grammar School St. Joseph’s Secondary School St. Mary’s Academy

Secondary teacher education 271 Self assessment 291 Small states 068 Social integration 265 Social studies 021

See also Primary school social studies Sociolinguistics 195, 263 Speech 193 State colleges 081, 181 Stress

See Mental stress Student adjustment 001, 033, 209 Student attitudes 143, 244 Student evaluation 020, 243

See also Achievement tests Student loans 092, 093, 173, 174, 302 Student teacher relationship 258, 259 Student teachers 206, 208, 291, 295, 300 Student unrest 260 Students

See Deaf students Junior secondary school students

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Primary school students Secondary school students Student teachers

Surveys See National surveys Regional surveys

Teacher attitudes 218, 269, 294 Teacher centres 069, 289

See also Resource centres Teacher characteristics 293 Teacher education curriculum 035, 040, 045, 046, 048, 049, 050, 051, 052, 053,

167, 238, 270, 274, 275, 277, 279, 285, 286, 288, 292

Teacher educators 118, 176, 273 Teacher supply and demand 066, 241 Teachers

See Adult educators Beginning teachers Men teachers Preprimary teachers Primary school teachers Secondary school teachers Student teachers Teacher educators Unqualified teachers Vocational education teachers Women teachers

Teachers colleges 035, 049, 206, 270, 300, 301

See also Dominica Teachers’ College Teaching equipment

See Educational equipment Teaching guides 231 Teaching methods 230 Teaching quality 066, 290 Teaching skills 291 Technical assistance 132 Technical education teachers

See Vocational education teachers Technology education 205, 228

Textbook production 129, 212, 297 Textbooks 298 Training methods 224 Training programmes 220, 221, 224, 306 UNDP 136, 315 United Nations Development Programme

See UNDP United States Agency for International Development 132 The University of the West Indies 055, 177 Unqualified teachers 056, 280, 281 USAID


UWI See The University of the West Indies

Vocational education teachers 307 Waitkubuli Institute of Learning and Community

Development 011 Weight

See Body weight Women 010, 012 Women teachers 143 Womens education 204, 205, 228 Work experience programmes 063, 064 Workshops 016, 087, 165, 230 Writing 194 Youth

See Adolescents Out of school youth

Youth Skills Training Programme 005, 036, 303, 305, 309

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